The purpose of this study was to investigate how a chemistry teacher's questions influence the classroom discourse. It presents a fine-grained analysis of the rich variety of one teacher's questions and the roles they play in an upper secondary chemistry classroom. The study identifies six different functions for the teacher's questions: Student Knowledge, Request, Monologic Discourse, Clarification, Relations and Interaction of Contexts. Overall, these questions create a safe and interactive learning environment. However, the questions are predominantly closed in form. As a result, the students become highly accomplished in recalling facts but have difficulties when higher order thinking is required. The findings suggest that an interactive classroom can be created by using many engaging teacher questions. The six different categories of questions promote the students’ learning process as it gives them authority and entitles them to speak and learn.

中文翻译：

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教师问题在化学课堂中的作用

这项研究的目的是调查化学老师的问题如何影响课堂话语。它对一个老师的问题种类繁多以及他们在高中化学课堂中所扮演的角色进行了细致的分析。该研究确定了教师提问的六种不同功能：学生知识，请求，单论性话语，澄清，关系和语境交互。总体而言，这些问题创造了一个安全且互动的学习环境。但是，这些问题的形式主要是封闭的。结果，学生在回忆事实方面变得非常有成就，但是在需要更高层次的思考时却遇到困难。研究结果表明，可以通过使用许多引人入胜的老师问题来创建交互式教室。六种不同类别的问题促进了学生的学习过程，因为它赋予了他们权力，使他们有发言和学习的权利。