Table 2 Types of students’ attention to teacher questioning
From: An analysis of students’ perceptions of teachers’ questioning in secondary biology classrooms
Categories of student attention | Focus of student attention | Domains of student attention | Potential messages sent by attention |
|---|---|---|---|
Attention to the content of teacher questions | • Linked to examination | • Conceptual domain: learning science content knowledge | • Teacher questions should involve exam knowledge |
Attention to the pedagogic aspects of teacher questions | • Gradually increasing difficulty • Using materials to support questioning | • Pedagogical domain: using questions in a way that relates to teaching methods and theories | • Teacher questions should align with the way in which students construct knowledge |
Attention to the effect of teacher questions | • Improving concentration • Increasing learning motivation • Improving critical thinking | • Affective domain: attitudes; motivation • Epistemic domain: learning the nature of science | • Teacher questions should interest students • Teacher questions should develop the understanding of how science knowledge develops |