Abstract

The purpose of this research was to investigate the efficacy of professional development in changing two middle school science teachers’ questioning to include more questions that require deeper student responses. The professional development was based on ICAP theory which proposes a framework for identifying cognitive engagement based on what is required of students. ICAP hypothesizes that Interactive and Constructive questions, such as those requiring inferential thought and collaboration, lead to deeper thinking and therefore stronger learning gains than questions that are more Active, Passive. Teacher questioning before and after the PD showed a marked improvement in increasing the number of questions that required students to make inferences about the materials. Student gain scores from tests on the lesson’s content suggests a positive relationship between constructive questions and student learning. This paper also details a coding scheme based on ICAP that can be used to provide feedback on teachers’ questioning.

摘要

这项研究的目的是调查专业发展在改变两名中学理科老师的提问以包括更多需要更深层次学生反应的问题方面的功效。专业发展基于ICAP理论，该理论提出了根据学生的需求识别认知参与的框架。ICAP假设，互动性和建设性问题（例如需要推理性思考和协作的问题）比更主动，更被动的问题能导致更深入的思考并因此获得更大的学习收益。在PD之前和之后的老师提问表明，在增加要求学生对材料进行推断的问题数量方面，有了明显的改善。建设性问题和学生学习。本文还详细介绍了一种基于ICAP的编码方案，可用于提供有关教师提问的反馈。