A3 Book section, Chapters in research books
Guiding Student Thinking Through Teacher Questioning When Learning with Dynamic Representations (2021)

Lehtinen, A., Hähkiöniemi, M., & Nieminen, P. (2021). Guiding Student Thinking Through Teacher Questioning When Learning with Dynamic Representations. In Y. Cai, W. van Joolingen, & K. Veermans (Eds.), Virtual and Augmented Reality, Simulation and Serious Games for Education (pp. 111-121). Springer. Gaming Media and Social Effects. https://doi.org/10.1007/978-981-16-1361-6_9

JYU authors or editors

Lehtinen, Antti
Hähkiöniemi, Markus
Nieminen, Pasi

Publication details

All authors or editors: Lehtinen, Antti; Hähkiöniemi, Markus; Nieminen, Pasi

Parent publication: Virtual and Augmented Reality, Simulation and Serious Games for Education

Parent publication editors: Cai, Yiyu; van Joolingen, Wouter; Veermans, Koen

ISBN: 978-981-16-1360-9

eISBN: 978-981-16-1361-6

Journal or series: Gaming Media and Social Effects

ISSN: 2197-9685

eISSN: 2197-9693

Publication year: 2021

Pages range: 111-121

Number of pages in the book: 188

Publisher: Springer

Place of Publication: Singapore

Publication country: Singapore

Publication language: English

DOI: https://doi.org/10.1007/978-981-16-1361-6_9

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/77428

Abstract

Dynamic representations (e.g., dynamic geometry software GeoGebra for mathematics learning and PhET simulations for science learning) offer excellent opportunities for students to conduct investigations and to formulate explanations for the visualized phenomena. In order for this to be effective, students need guidance, for example, for planning their investigations and reflecting on their actions. One way to support students is by prompting them by using questions that are adapted to the students’ current situation. This chapter focuses on how pre-service teachers provide guidance for students through questioning and by both structuring and problematizing student learning. Data comes from science lessons taught by pre-service primary school teachers and mathematics lessons taught by pre-service subject teachers. The analysis focused on the different question types the pre-service teachers used as well as how their questioning was adapted to students’ situation. The results show how the pre-service teachers used questions both to structure student thinking and to problematize their answers and reasoning. Questioning was not always adapted to the students’ needs. We propose that adapting teacher questioning to student thinking requires balancing between structuring and problematizing and high level of interpretation from the teacher. Teachers’ skills for interpretation are still beyond the skills of software. Implications for teaching with dynamic representations are discussed.

Keywords: mathematics; natural sciences; visualisation; simulation; computer-assisted learning; investigative learning; teacher training