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Abstract Title: The influence of teacher questioning approaches on students’ productive thinking
Abstract: Implementing group projects to support science learning requires understanding the content, complexity, structure, and orchestration of classroom discourse. In this study, we explored teacher talk in a middle school science and engineering curriculum. Using video data of two teachers' implementations of three lessons, we analyzed teacher questions and student responses. Guilford's productive thinking theory allowed us to examine the questioning approaches teachers used to contextualize the unit and how these approaches influenced students' thinking. Our findings show that teachers structured discussion questions differently, eliciting notable variances in students' productive thinking. For instance, questions structured for recollection lead to single answers or reproduction of facts, while those structured for reasoning lead to divergent thinking, probing open-ended discussions and the generation of a variety of solutions. In physics education, it is critical to explore the structure of teacher questions to understand effective curriculum implementation strategies and their impact on student outcomes.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: 2.M1

Author/Organizer Information

Primary Contact: Anne E. Leak
High Point University
High Point, NC 27268
Phone: 336-841-9846
and Co-Presenter(s)
Corrie Bruce, High Point University
Selcen Guzey, Purdue University