Promoting cognitive and social aspects of inquiry through classroom discourse

ABSTRACT

We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.

KEYWORDS:

• Inquiry
• classroom discourse
• cognitive processes
• disciplinary reasoning

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Hui Jin is a Research Scientist at Educational Testing Service. She received her Ph.D. in Curriculum, Teaching, and Educational Policy from Michigan State University in 2010. Dr Jin has pursued interests in learning progressions, environmental education, and secondary science teaching.

Xin Wei is a Senior Researcher at People's Education Press. He received his Ph.D. in Physics Education at Beijing Normal University. Dr Wei's current work focuses on the development of national physics curriculum for middle and high school students.

Peiran Duan is a Master student in Science Education at The Ohio State University. Her research interests include conceptual change and learning progressions in science education, and science teachers’ classroom teaching practice.

Yuying Guo is former president of Chinese Association of Physics Education (CAPE) and full professor of physics education at Beijing Normal University. Dr Guo's research focuses on physics curriculum and instruction. She taught science teaching method courses in the teacher education program at Beijing Normal University for 30 years.

Wenxia Wang is an Assistant Professor of second and foreign language education in the School of Teacher Education at Florida State University. Dr Wang's research focuses on second/foreign language teacher education, especially on Chinese language education in the U.S.A. She is also interested in teacher education and second/foreign language education in China. She coordinated and supervised the Chinese Teacher Certification Program (CTCP) at Michigan State University and directed STARTALK programs to prepare Chinese language teachers at both Michigan State University and Florida State University.

Notes

1 In China, K-12 teachers progress through professional ranks, including junior teacher, senior teacher, and expert teacher, based on their teaching performance and years of teaching.

2 There are 31 province-level administrative divisions located in mainland China, including 22 provinces, 4 municipalities, and 5 autonomous regions.

Additional information

Funding

This study was supported by the Ministry of Education of China, under the Humanity and Social Science Foundation [13YJA880022]; and Education Testing Service under the CBAL (Cognitive Based Assessment by, for, and of Learning) Initiative.