The epistemic dimension in the approach to questioning in chemistry classes: a comparative study of pedagogical practice in different social contexts

References

• Bernstein, B. (1975). Class, codes and control: Towards a theory of educational transmission (Vol. 3). Routledge. https://doi.org/https://doi.org/10.4324/9780203011430
   Google Scholar
• Bernstein, B. (1990). Class, codes and control: The structuring of pedagogic discourse (Vol. 4). Routledge. https://doi.org/https://doi.org/10.4324/9780203011263
   Google Scholar
• Biggers, M. (2018). Questioning questions: Elementary teachers’ adaptations of investigation questions across the inquiry continuum. Research in Science Education, 48(1), 1–28. https://doi.org/https://doi.org/10.1007/s11165-016-9556-4
   Web of Science ®Google Scholar
• Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay Company. Inc. (7th Edition 1972).
   Google Scholar
• Burbules, N. C. (1999). El diálogo en la enseñanza: Teoría y práctica (dialogue in teaching: Theory and practice). Amorrortu.
   Google Scholar
• Carlsen, W. S. (1991). Questioning in classrooms: A sociolinguistic perspective. Review of Educational Research, 61(2), 157–178. https://doi.org/https://doi.org/10.3102/00346543061002157
   Web of Science ®Google Scholar
• Carr, D. (2002). The art of asking questions in the teaching of science. In S. Amos, & R. Boohan (Eds.), Aspects of teaching secondary science. Perspectives on practice (pp. 16–20). Routledge.
   Google Scholar
• Cheng, M., & Gilbert, J. K. (2009). Towards a better utilization of diagrams in research into the use of representative levels in chemical education. In Multiple representations in chemical education (pp. 55–73). Springer, Dordrecht.
   Google Scholar
• Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815–843. https://doi.org/https://doi.org/10.1002/tea.20171
   Web of Science ®Google Scholar
• Conejera, A. R., Joglar, C., & Campos, R. J. (2017). Promover buenas preguntas en el estudiantado de enseñanza media a partir de situaciones problema: Un ejemplo para la enseñanza de membrana plasmática (prompting good questions in the high school’ students as from problema situations: An example to the teaching of plasmatic membrane). Revista de Innovación en Enseñanza de las Ciencias, 1(2), 108–116. https://doi.org/https://doi.org/10.5027/reinnec.V1.I2.26
   Google Scholar
• Cummins, J. (2014). Beyond language: Academic communication and student success. Linguistics and Education, 26, 145–154. https://doi.org/https://doi.org/10.1016/j.linged.2014.01.006
   Web of Science ®Google Scholar
• Daniels, H. (1995). Pedagogic practices, tacit knowledge and discursive discrimination: Bernstein and post-Vygotskian research. British Journal of Sociology of Education, 16(4), 517–531. https://doi.org/https://doi.org/10.1080/0142569950160406
   Web of Science ®Google Scholar
• da Silva, R. L., Souza, G. D. S. M., & dos Santos, B. F. (2018). Questions in the Chemistry Class: A Comparative Study of Pedagogic Practices in Different Social Contexts. Revista Brasileira de Pesquisa em Educação em Ciências, 97–123. https://doi.org/https://doi.org/10.28976/1984-2686rbpec201818197
   Google Scholar
• Dohrn, S. W., & Dohn, N. B. (2018). The role of teacher questions in the chemistry classroom. Chemistry Education Research and Practice, 19(1), 352–363. https://doi.org/https://doi.org/10.1039/C7RP00196G
   Web of Science ®Google Scholar
• Eshach, H., Dor-Ziderman, Y., & Yefroimsky, Y. (2013). Question asking in the science classroom: Teacher attitudes and practices. Journal of Science Education and Technology, 23(1), 67–81. https://doi.org/https://doi.org/10.1007/s10956-013-9451-y
   Web of Science ®Google Scholar
• Fensham, P. J. (2004). Defining an identity: The evolution of science education as a field of research. Springer.
   Google Scholar
• Grandy, R. E., & Duschl, R. A. (2007). Reconsidering the character and role of inquiry in school science: Analysis of a conference. Science & Education, 16(2), 141–166. https://doi.org/https://doi.org/10.1007/s11191-005-2865-z
   Google Scholar
• Hicks, D. (1995). Discourse, learning, and teaching. Review of Research in Education, 21 (1), 49–95. https://doi.org/https://doi.org/10.3102/0091732X021001049
   Google Scholar
• Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. Cambridge Journal of Education, 43(3), 325–356. https://doi.org/https://doi.org/10.1080/0305764X.2013.786024
   Web of Science ®Google Scholar
• Johnstone, A. H. (1982). Macro- and microchemistry. School Science Review, 64(227), 377–379.
   Google Scholar
• Johnstone, A. H. (2006). Chemical education research in Glasgow in perspective. Chemistry Education Research and Practice, 7(2), 49–63. https://doi.org/https://doi.org/10.1039/B5RP90021B
   Google Scholar
• Johnstone, A. H. (2009). You can’t get there from here. Journal of Chemical Education, 87(1), 22–29. https://doi.org/https://doi.org/10.1021/ed800026d
   Web of Science ®Google Scholar
• Kawalkar, A., & Vijapurkar, J. (2013). Scaffolding science talk: The role of teachers’ questions in the inquiry classroom. International Journal of Science Education, 35(12), 2004–2027. https://doi.org/https://doi.org/10.1080/09500693.2011.604684
   Web of Science ®Google Scholar
• Kelly, G. J. (2008). Discourse in science classroom. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 443–469). Routledge.
   Google Scholar
• Laszlo, P. (2013). Towards teaching chemistry as a language. Science and Education, 22(7), 1669–1706. https://doi.org/https://doi.org/10.1007/s11191-011-9408-6
   Web of Science ®Google Scholar
• Lee, Y., & Kinzie, M. B. (2012). Teacher question and student response with regard to cognition and language use. Instructional Science, 40(6), 857–874. https://doi.org/https://doi.org/10.1007/s11251-011-9193-2
   Web of Science ®Google Scholar
• Lemke, J. L. (1990). Talking science: Language, learning, and values. Ablex.
   Google Scholar
• Lustick, D. (2010). The priority of the question: Focus questions for sustained reasoning in science. Journal of Science Teacher Education, 21(5), 495–511. https://doi.org/https://doi.org/10.1007/s10972-010-9192-1
   Google Scholar
• Massabni, V. G. (2007). O construtivismo na prática de professores de Ciancia’s: Realidade ou utopia. (The constructivism in the practice of science teachers: Reality or utopia). Ciências & Cognição, 10, 104–114.
   Google Scholar
• Maton, K., & Doran, Y. J. (2017). Semantic density: a translation device for revealing complexity of knowledge practices in discourse, part 1 – wording. Onomázein, special number, 46-76. https://doi.org/https://doi.org/10.7764/onomazein.sfl.03
   Google Scholar
• Maulucci, M. S. R. (2012). Social justice research in science education: Methodologies, positioning, and implications for future research. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education, vol. 1 (pp. 583–594). Springer.
   Google Scholar
• Mehan, H. (1979). Learning lessons. Social organization in the classroom. Harvard University Press. https://doi.org/https://doi.org/10.4159/harvard.9780674420106
   Google Scholar
• Melo, L. M., Lira, M. R., & Teixeira, F. M. (2005). Formulação de perguntas em aulas de ciências naturais: Hegemonia de pensamento ou espaço para o diálogo (building of questions in natural science classes: Hegemony of thought or a space to dialogue). Colóquio Internacional Paulo Freire, 5, 1–11. Retrieved May 2017, From https://scholar.googleusercontent.com/scholar?q=cache:1SOeqehC9jIJ:scholar.google.com/
   Google Scholar
• Morais, A. M., & Neves, I. P. (2001). Basil Bernstein: antologia. (Basil Bernstein: Anthology). Revista de Educação, 10(2), 149–159.
   Google Scholar
• Morais, A. M., & Neves, I. P. (2017). The quest for high-level knowledge in schools: Revisiting the concepts of classification and framing. British Journal of Sociology of Education, 39(3), 261–282. https://doi.org/https://doi.org/10.1080/01425692.2017.1335590
   Web of Science ®Google Scholar
• Mortimer, E. F., Machado, A. H., & Romanelli, L. I. (2000). A proposta curricular de química do Estado de Minas Gerais: Fundamentos e pressupostos (The curricular proposition of chemistry of the State of Minas Gerais: Principals and assumptions). Química Nova, 23(2), 273–283. https://doi.org/https://doi.org/10.1590/S0100-40422000000200022
   Google Scholar
• Sadovnik, A. R., & Semel, S. F. (2010). Education and inequality: Historical and sociological approaches to schooling and social stratification. Paedagogica Historica: International Journal of the History of Education, 46(1-2), 1–13. https://doi.org/https://doi.org/10.1080/00309230903528421
   Web of Science ®Google Scholar
• Sedova, K., Sedlacek, M., Svaricek, R., Majcik, M., Navratilova, J., Drexlerova, A., Kychler, J., & Salamounova, Z. (2019). Do those who talk more learn more? The relationship between student classroom talk and student achievement. Learning and Instruction, 63, 101217. https://doi.org/https://doi.org/10.1016/j.learninstruc.2019.101217
   Web of Science ®Google Scholar
• van Berkel, B., Pilot, A., & Bulte, A. M. (2009). Micro–macro thinking in chemical education: Why and how to escape. In Multiple representations in chemical education (pp. 31–54). Springer. https://doi.org/https://doi.org/10.1007/978-1-4020-8872-8_3
   Google Scholar
• van Zee, E., & Minstrell, J. (1997). Using questioning to guide student thinking. Journal of the Learning Sciences, 6(2), 227–269. https://doi.org/https://doi.org/10.1207/s15327809jls0602_3
   Web of Science ®Google Scholar
• Warfa, A. R. M., Roehrig, G. H., Schneider, J. L., & Nyachwaya, J. (2014). Role of teacher-initiated discourses in students’ development of representational fluency in chemistry: A case study. Journal of Chemical Education, 91(6), 784–792. https://doi.org/https://doi.org/10.1021/ed4005547
   Web of Science ®Google Scholar
• Yin, R. K. (2003). Case study research: Design & methods. Sage.
   Google Scholar