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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-tekijät tai -toimittajat

Lehtinen, Antti
Hähkiöniemi, Markus
Nieminen, Pasi

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Lehtinen, Antti; Hähkiöniemi, Markus; Nieminen, Pasi

Emojulkaisu: Virtual and Augmented Reality, Simulation and Serious Games for Education

Emojulkaisun toimittajat: Cai, Yiyu; van Joolingen, Wouter; Veermans, Koen

ISBN: 978-981-16-1360-9

eISBN: 978-981-16-1361-6

Lehti tai sarja: Gaming Media and Social Effects

ISSN: 2197-9685

eISSN: 2197-9693

Julkaisuvuosi: 2021

Artikkelin sivunumerot: 111-121

Kirjan kokonaissivumäärä: 188

Kustantaja: Springer

Kustannuspaikka: Singapore

Julkaisumaa: Singapore

Julkaisun kieli: englanti

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

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus:

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/77428

Tiivistelmä

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.

YSO-asiasanat: matematiikka; luonnontieteet; visualisointi; simulointi; tietokoneavusteinen oppiminen; tutkiva oppiminen; opettajankoulutus