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Elina Malleus, Grete Arro, Triinu Jesmin, Esta Kaal, Mihkel Kangur, Arko Olesk, Liisa Puusepp, Jaanus Terasmaa & Terje Väljataga. (2023) Asking meaningful questions in digital outdoor learning tool - a way to support conceptual change. Environmental Education Research 0:0, pages 1-19.
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Jack K.H. Pun, Xuehua Fu & Kason Ka Ching Cheung. (2023) Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: a critical review of literature. Studies in Science Education 0:0, pages 1-32.
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Jack Pun & Xuesong Gao. (2023) Teachers’ metacognitive understanding of teaching science in English as a medium of instruction classes. Language Awareness 0:0, pages 1-20.
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Ester Aflalo & Ayala Raviv. (2022) Characteristics of classroom discourse in physics lessons. Research in Science & Technological Education 40:2, pages 168-188.
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Yılmaz Soysal. (2020) Investigating discursive functions and potential cognitive demands of teacher questioning in the science classroom. Learning: Research and Practice 6:2, pages 167-194.
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Annemarie H. Hindman, Barbara A. Wasik & Donald E. Bradley. (2019) How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading. Early Education and Development 30:4, pages 478-495.
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Guangwei Hu & Yanfang Duan. (2019) Questioning and responding in the classroom: a cross-disciplinary study of the effects of instructional mediums in academic subjects at a Chinese university. International Journal of Bilingual Education and Bilingualism 22:3, pages 303-321.
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Jack Pun & Ernesto Macaro. (2019) The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism 22:1, pages 64-77.
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Nina Eliasson, Karl Göran Karlsson & Helene Sørensen. (2017) The role of questions in the science classroom – how girls and boys respond to teachers’ questions. International Journal of Science Education 39:4, pages 433-452.
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Aisha Kawalkar & Jyotsna Vijapurkar. (2013) Scaffolding Science Talk: The role of teachers' questions in the inquiry classroom. International Journal of Science Education 35:12, pages 2004-2027.
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Maija Ahtee, Kalle Juuti, Jari Lavonen & Liisa Suomela. (2011) Questions asked by primary student teachers about observations of a science demonstration. European Journal of Teacher Education 34:3, pages 347-361.
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Alandeom W. Oliveira. (2010) Developing Elementary Teachers’ Understandings of Hedges and Personal Pronouns in Inquiry-Based Science Classroom Discourse. Journal of Science Teacher Education 21:1, pages 103-126.
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Injeong Jo & Sarah
Witham Bednarz. (2009) Evaluating Geography Textbook Questions from a Spatial Perspective: Using Concepts of Space, Tools of Representation, and Cognitive Processes to Evaluate Spatiality. Journal of Geography 108:1, pages 4-13.
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MitchellJ. Nathan & Suyeon Kim. (2009) Regulation of Teacher Elicitations in the Mathematics Classroom. Cognition and Instruction 27:2, pages 91-120.
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Maya Shifra Resnick. (2023) Teachers' presentation of higher-order thinking questions and student engagement: Missing out on HOT opportunities. Thinking Skills and Creativity 50, pages 101412.
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Ahmet BOLAT & Sevilay KARAMUSTAFAOĞLU. (2023) The Effect of Question Preparation Training Program that Measures Higher Order Thinking Skills on the Self-Efficiency of Science TeachersThe Effect of Question Preparation Training Program that Measures Higher Order Thinking Skills on the Self-Efficiency of Science Teachers. International e-Journal of Educational Studies 7:15, pages 568-583.
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Daniel Fung & Yuen Yi Lo. (2023) Listening strategies in the English Medium Instruction (EMI) classroom: How students comprehend the teacher input. System 113, pages 103004.
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Tolga Saka & Tufan Inaltekin. (2023) EXAMINING THE TYPE AND QUALITY OF QUESTIONS ASKED BY A SCIENCE TEACHER. Journal of Baltic Science Education 22:1, pages 83-99.
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Jack Pun, Nathan Thomas & Neil Evan Jon Anthony Bowen. (2022) Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School. Sustainability 14:4, pages 2168.
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Festo Kayima & Selina Thomas Mkimbili. (2019) How Do Chemistry Teachers Deal with Students' Incorrect/Undesired Responses to Oral Classroom Questions? Exploring Effective Feedback Practices. Research in Science Education 51:S2, pages 647-668.
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Rifat Kamaşak, Kari Sahan & Heath Rose. (2021) Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes 49, pages 100945.
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Aysun TURUPCU DOĞAN & Esra ÖMEROĞLU. (2019) Early Childhood Teachers’ Views About the Use of Questions in Early Childhood Education Program AssessmentOkul Öncesi Eğitim Programının Değerlendirme Sorularının Kullanımına Yönelik Öğretmen Görüşleri. Bartın Üniversitesi Eğitim Fakültesi Dergisi 8:2, pages 524-548.
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A Halim, Yusrizal, H Mazlina, Melvina & Zainaton. (2018) Questioning skill of science teacher from the students perscpective in senior high school. Journal of Physics: Conference Series 1088, pages 012109.
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Sofie Weiss Dohrn & Niels Bonderup Dohn. (2018) The role of teacher questions in the chemistry classroom. Chemistry Education Research and Practice 19:1, pages 352-363.
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Ying-Chih Chen, Brian Hand & Lori Norton-Meier. (2016) Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation. Research in Science Education 47:2, pages 373-405.
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Saeed Almuntasheri. (2016) SAUDI TEACHERS’ PRACTICES OF FORMATIVE ASSESSMENT: A QUALITATIVE STUDY. Problems of Education in the 21st Century 74:1, pages 6-15.
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Sirpa Kärkkäinen. (2012) HOW DO ANIMALS SPEND THE WINTER? A FINNISH STUDY ON THE USE OF VEE HEURISTICS IN A BIOLOGY UNIT FOR EIGHTH GRADERS. Problems of Education in the 21st Century 47:1, pages 69-90.
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Kim,Suyeon & Myunghee Jung. (2012) Teacher discourse and students’ participation. Journal of the Korea English Education Society 11:2, pages 25-40.
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