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International Journal of Science Education Volume 39, 2017 - Issue 4
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Articles

The role of questions in the science classroom – how girls and boys respond to teachers’ questions*

Nina EliassonDMA, Mid Sweden University, Härnösand, SwedenCorrespondence[email protected]
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,
Karl Göran KarlssonDMA, Mid Sweden University, Härnösand, SwedenView further author information
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Helene SørensenDPU, Aarhus University, København NV, DenmarkView further author information
Pages 433-452 | Received 17 Jun 2016, Accepted 28 Jan 2017, Published online: 01 Mar 2017

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Anette Lykke Hindhede & Karin Højbjerg. (2022) Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education – consequences for student academic success. Teaching in Higher Education 0:0, pages 1-16.
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Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía. (2021) Using bilingual written argumentation to promote undergraduates’ bilingual scientific literacy: Socrative® as an immersive participation tool. International Journal of Bilingual Education and Bilingualism 24:6, pages 868-891.
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Articles from other publishers (11)

Desalegn Zerai, Sirpa Eskelä-Haapanen, Hanna Posti-Ahokas & Tanja Vehkakoski. (2023) The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms. Education Sciences 13:3, pages 284.
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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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Longkai Wu, Yaohuizhuo Liu, Meng-Leong How & Sujin He. (2023) Investigating Student-Generated Questioning in a Technology-Enabled Elementary Science Classroom: A Case Study. Education Sciences 13:2, pages 158.
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Ayala Raviv & Ester Aflalo. (2023) Classroom discourse in single-sex physics classes: A case study. European Journal of Science and Mathematics Education 11:1, pages 182-196.
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Marco Antonio Villalta Paucar, Cecilia Assael Budnik, Ana Esther Delgado-Vásquez, William Torres-Acuña & Jo Lebeer. (2021) Effect of Mediated Learning in Teacher-Child Interactions in Urban and Rural Primary School Classrooms. Language and Sociocultural Theory.
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Matti Hiltunen, Sirpa Kärkkäinen & Tuula Keinonen. (2021) Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons. Education Sciences 11:2, pages 87.
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Longkai Wu & Sujin He. 2021. Scaling up ICT-based Innovations in Schools. Scaling up ICT-based Innovations in Schools 193 206 .
Marta Cruz-Guzmán, Antonio García-Carmona & Ana M. Criado. (2018) Proposing Questions for Scientific Inquiry and the Selection of Science Content in Initial Elementary Education Teacher Training. Research in Science Education 50:5, pages 1689-1711.
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Renata de Paula Orofino & Daniela Lopes Scarpa. (2018) Perspectivas da pesquisa em ensino de ciências: entrevista com Sibel Erduran. Cadernos de Pesquisa 48:168, pages 652-668.
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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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Ibrahim Erdogan, Ayse Ciftci & Mustafa Sami Topcu. (2017) EXAMINATION OF THE QUESTIONS USED IN SCIENCE LESSONS AND ARGUMENTATION LEVELS OF STUDENTS. Journal of Baltic Science Education 16:6, pages 980-993.
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