Investigating the Interaction of an Elementary Teacher’s Epistemological Beliefs and His Use of Questions Across Different Subject Matter
DOI:
https://doi.org/10.18662/rrem/17.2/997Keywords:
teacher questioning, epistemological beliefs, higher-order thinking, elementary educationAbstract
Questions are the staple part of the research focusing on effective teacher questioning to foster the development of higher-order thinking skills among students. However, the relevant literature illustrates that teachers recurrently fail to pose questions that could enhance students’ higher-order cognitive skills. One potential explanation for this scarcity may lie in teachers' epistemological beliefs, prompting an examination of questioning strategies within the milieu of these beliefs. This study specifically investigates the questioning practices of an elementary school teacher across three distinct classes-Turkish, science and mathematics-, alongside the teacher's epistemological beliefs. The research employs a typical case study design within qualitative methodologies, involving a fourth-grade teacher as the participant. Data collection was attained through classroom observations and interviews. The types of questions posed by the teacher during lessons, as well as the teacher's responses to students' answers, were systematically documented through observation and reflective interviews. Findings indicate that the same teacher utilizes varying questioning techniques across different classes. Additionally, the results suggest that the teacher's epistemological beliefs are predominantly at a transitional stage. The activities exhibited during the questioning process, along with the responses shared in interviews, are found to align closely with the teacher's epistemological views. Implications suggest that understanding the link between epistemological beliefs and practices in relation about teacher questioning can offer crucial insights for policymakers, teacher educators, and researchers committed to enhancing teachers' effective engagement in student-centered practices.
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