The use of questions in early years science: a case study in Argentine preschools

Autores
Furman, Melina Gabriela; Luzuriaga, Mariana; Taylor, Inés; Jarvis, Diana; Dominguez Prost, Enzo; Podestá, María Eugenia
Año de publicación
2018
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The use of effective questions is an essential attribute of successful early years science teaching. In this case study, we analyse the questions and dialogues generated by four preschool teachers from two schools in Buenos Aires, Argentina, of contrasting socioeconomic contexts (one privileged and one underprivileged). We looked at the implementation of two identical enquiry-based science curricular units after a two-month professional development programme. We found that teachers at the more privileged school asked an average of 22% more productive questions, i.e. those aligned with lesson goals (Martens, M. L. 1999. “Productive questions: Tools for supporting constructivist learning.” Science and Children 36 (8): 24–53. http://search.proquest.com/openview/0fbd77105695538253f998eae1d38ff4/1.pdf?pq-origsite=gscholar&cbl=41736). There were also significant differences between the types of questions asked, with teachers from the lower socioeconomic status school asking more ‘attention-focussing’ and fewer ‘evaluation’ questions. Qualitative analysis of the teacher-student dialogues showed that students from the privileged school were exposed to higher-quality learning experiences, despite teachers apparently performing the same activities with the same materials. Our findings highlight the importance of focussing early years science professional development efforts on questioning practices, especially for those teachers working in underprivileged settings, to foster meaningful learning opportunities for all children.
Fil: Furman, Melina Gabriela. Universidad de San Andrés; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Luzuriaga, Mariana. Universidad de San Andrés; Argentina
Fil: Taylor, Inés. Universidad de San Andrés; Argentina
Fil: Jarvis, Diana. Universidad de San Andrés; Argentina
Fil: Dominguez Prost, Enzo. Universidad de San Andrés; Argentina
Fil: Podestá, María Eugenia. Universidad de San Andrés; Argentina
Materia
EARLY YEARS
ENQUIRY-BASED TEACHING
PROFESSIONAL DEVELOPMENT
QUESTIONING
SCIENCE EDUCATION
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/177402
Acceder
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oai_identifier_str oai:ri.conicet.gov.ar:11336/177402
network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling The use of questions in early years science: a case study in Argentine preschoolsFurman, Melina GabrielaLuzuriaga, MarianaTaylor, InésJarvis, DianaDominguez Prost, EnzoPodestá, María EugeniaEARLY YEARSENQUIRY-BASED TEACHINGPROFESSIONAL DEVELOPMENTQUESTIONINGSCIENCE EDUCATIONhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5The use of effective questions is an essential attribute of successful early years science teaching. In this case study, we analyse the questions and dialogues generated by four preschool teachers from two schools in Buenos Aires, Argentina, of contrasting socioeconomic contexts (one privileged and one underprivileged). We looked at the implementation of two identical enquiry-based science curricular units after a two-month professional development programme. We found that teachers at the more privileged school asked an average of 22% more productive questions, i.e. those aligned with lesson goals (Martens, M. L. 1999. “Productive questions: Tools for supporting constructivist learning.” Science and Children 36 (8): 24–53. http://search.proquest.com/openview/0fbd77105695538253f998eae1d38ff4/1.pdf?pq-origsite=gscholar&cbl=41736). There were also significant differences between the types of questions asked, with teachers from the lower socioeconomic status school asking more ‘attention-focussing’ and fewer ‘evaluation’ questions. Qualitative analysis of the teacher-student dialogues showed that students from the privileged school were exposed to higher-quality learning experiences, despite teachers apparently performing the same activities with the same materials. Our findings highlight the importance of focussing early years science professional development efforts on questioning practices, especially for those teachers working in underprivileged settings, to foster meaningful learning opportunities for all children.Fil: Furman, Melina Gabriela. Universidad de San Andrés; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Luzuriaga, Mariana. Universidad de San Andrés; ArgentinaFil: Taylor, Inés. Universidad de San Andrés; ArgentinaFil: Jarvis, Diana. Universidad de San Andrés; ArgentinaFil: Dominguez Prost, Enzo. Universidad de San Andrés; ArgentinaFil: Podestá, María Eugenia. Universidad de San Andrés; ArgentinaRoutledge2018-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/177402Furman, Melina Gabriela; Luzuriaga, Mariana; Taylor, Inés; Jarvis, Diana; Dominguez Prost, Enzo; et al.; The use of questions in early years science: a case study in Argentine preschools; Routledge; International Journal of Early Years Education; 27; 3; 8-2018; 271-2860966-97601469-8463CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.1080/09669760.2018.1506319info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-22T11:44:07Zoai:ri.conicet.gov.ar:11336/177402instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-22 11:44:07.587CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv The use of questions in early years science: a case study in Argentine preschools
title The use of questions in early years science: a case study in Argentine preschools
spellingShingle The use of questions in early years science: a case study in Argentine preschools
Furman, Melina Gabriela
EARLY YEARS
ENQUIRY-BASED TEACHING
PROFESSIONAL DEVELOPMENT
QUESTIONING
SCIENCE EDUCATION
title_short The use of questions in early years science: a case study in Argentine preschools
title_full The use of questions in early years science: a case study in Argentine preschools
title_fullStr The use of questions in early years science: a case study in Argentine preschools
title_full_unstemmed The use of questions in early years science: a case study in Argentine preschools
title_sort The use of questions in early years science: a case study in Argentine preschools
dc.creator.none.fl_str_mv Furman, Melina Gabriela
Luzuriaga, Mariana
Taylor, Inés
Jarvis, Diana
Dominguez Prost, Enzo
Podestá, María Eugenia
author Furman, Melina Gabriela
author_facet Furman, Melina Gabriela
Luzuriaga, Mariana
Taylor, Inés
Jarvis, Diana
Dominguez Prost, Enzo
Podestá, María Eugenia
author_role author
author2 Luzuriaga, Mariana
Taylor, Inés
Jarvis, Diana
Dominguez Prost, Enzo
Podestá, María Eugenia
author2_role author
author
author
author
author
dc.subject.none.fl_str_mv EARLY YEARS
ENQUIRY-BASED TEACHING
PROFESSIONAL DEVELOPMENT
QUESTIONING
SCIENCE EDUCATION
topic EARLY YEARS
ENQUIRY-BASED TEACHING
PROFESSIONAL DEVELOPMENT
QUESTIONING
SCIENCE EDUCATION
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv The use of effective questions is an essential attribute of successful early years science teaching. In this case study, we analyse the questions and dialogues generated by four preschool teachers from two schools in Buenos Aires, Argentina, of contrasting socioeconomic contexts (one privileged and one underprivileged). We looked at the implementation of two identical enquiry-based science curricular units after a two-month professional development programme. We found that teachers at the more privileged school asked an average of 22% more productive questions, i.e. those aligned with lesson goals (Martens, M. L. 1999. “Productive questions: Tools for supporting constructivist learning.” Science and Children 36 (8): 24–53. http://search.proquest.com/openview/0fbd77105695538253f998eae1d38ff4/1.pdf?pq-origsite=gscholar&cbl=41736). There were also significant differences between the types of questions asked, with teachers from the lower socioeconomic status school asking more ‘attention-focussing’ and fewer ‘evaluation’ questions. Qualitative analysis of the teacher-student dialogues showed that students from the privileged school were exposed to higher-quality learning experiences, despite teachers apparently performing the same activities with the same materials. Our findings highlight the importance of focussing early years science professional development efforts on questioning practices, especially for those teachers working in underprivileged settings, to foster meaningful learning opportunities for all children.
Fil: Furman, Melina Gabriela. Universidad de San Andrés; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Luzuriaga, Mariana. Universidad de San Andrés; Argentina
Fil: Taylor, Inés. Universidad de San Andrés; Argentina
Fil: Jarvis, Diana. Universidad de San Andrés; Argentina
Fil: Dominguez Prost, Enzo. Universidad de San Andrés; Argentina
Fil: Podestá, María Eugenia. Universidad de San Andrés; Argentina
description The use of effective questions is an essential attribute of successful early years science teaching. In this case study, we analyse the questions and dialogues generated by four preschool teachers from two schools in Buenos Aires, Argentina, of contrasting socioeconomic contexts (one privileged and one underprivileged). We looked at the implementation of two identical enquiry-based science curricular units after a two-month professional development programme. We found that teachers at the more privileged school asked an average of 22% more productive questions, i.e. those aligned with lesson goals (Martens, M. L. 1999. “Productive questions: Tools for supporting constructivist learning.” Science and Children 36 (8): 24–53. http://search.proquest.com/openview/0fbd77105695538253f998eae1d38ff4/1.pdf?pq-origsite=gscholar&cbl=41736). There were also significant differences between the types of questions asked, with teachers from the lower socioeconomic status school asking more ‘attention-focussing’ and fewer ‘evaluation’ questions. Qualitative analysis of the teacher-student dialogues showed that students from the privileged school were exposed to higher-quality learning experiences, despite teachers apparently performing the same activities with the same materials. Our findings highlight the importance of focussing early years science professional development efforts on questioning practices, especially for those teachers working in underprivileged settings, to foster meaningful learning opportunities for all children.
publishDate 2018
dc.date.none.fl_str_mv 2018-08
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/177402
Furman, Melina Gabriela; Luzuriaga, Mariana; Taylor, Inés; Jarvis, Diana; Dominguez Prost, Enzo; et al.; The use of questions in early years science: a case study in Argentine preschools; Routledge; International Journal of Early Years Education; 27; 3; 8-2018; 271-286
0966-9760
1469-8463
CONICET Digital
CONICET
url http://hdl.handle.net/11336/177402
identifier_str_mv Furman, Melina Gabriela; Luzuriaga, Mariana; Taylor, Inés; Jarvis, Diana; Dominguez Prost, Enzo; et al.; The use of questions in early years science: a case study in Argentine preschools; Routledge; International Journal of Early Years Education; 27; 3; 8-2018; 271-286
0966-9760
1469-8463
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1080/09669760.2018.1506319
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Routledge
publisher.none.fl_str_mv Routledge
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 12.982451

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