Advisor
Cochran, Kathryn F.
Committee Member
McDevitt, Teresa
Committee Member
Pugh, Kevin
Committee Member
Heikkinen, Henry
Department
Educational Psychology
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
8-1-2011
Genre
Thesis
Extent
204 pages
Digital Origin
Born digital
Abstract
Discourse interactions between a teacher and students in an inquiry-based fourth-grade science classroom were analyzed to investigate how power dynamics and questioning strategies within elementary science lessons help support students in building their science understanding. Five inquiry-based classroom sessions were observed; verbal interactions were audio- and video-recorded. Research data consisted of observation transcripts, teacher interviews, student work, and instructional materials. Analyses were conducted on the frequencies of utterances, participation roles, power categories, and questioning categories. Results revealed that when students used more frequent power, (a) no significant differences were noted between frequencies of teacher and student talk, (b) the teacher posed more questions than did the students, and (c) students explained what they knew and asked questions to clarify their understanding. When the teacher used more frequent power, she asked questions to provide students opportunities to negotiate investigative processes and explain what they knew and how they knew it. Evidence of student understanding of the science concepts was found in how students used subject matter to discuss what they knew and how they knew it. Pre-service and in-service teachers should be encouraged to consider how their use of power and questioning strategies can engage students to reflect on how they build understanding of science concepts. Teachers can use Professional Learning Communities to reflect on how their practice engages students. Future research should be employed to observe classrooms across an entire school year to determine how power and questioning dynamics flow among students and teachers and change over time. Research can also be used to understand the influence of gender and culture on power and questioning dynamics in classroom settings.
Notes
Dean's Citation for Excellence
Degree type
PhD
Degree Name
Doctoral
Language
English
Local Identifiers
Reinsvold_unco_0161D_10092
Rights Statement
Copyright is held by author.
