Date of Award/Publication

2007

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

Abstract

Teachers use questions in their respective classroom on a daily basis as a part of their instructional practices. Research into questioning strategies and sequences indicated that the incorporation of purposeful and effective questions, variety of techniques, and the sequence of questions had a significant impact on both teachers and students. Results indicated that teachers were more aware of what and how the students were learning and thinking. Teachers became more familiar with their content and the expectations of their students, had more meaningful and frequent communication with each other, as well as between students. Students became better problem solvers, validated their own responses, and pursued alternatives in solutions. Teachers and students became more vested in the learning process.

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