Julie Smart

Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science

Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using the Electronic Quality of Inquiry Protocol, which is designed, among other things, to measure observable aspects of student cognitive engagement and discourse factors during science instruction. Results from these observations indicate positive correlations between students’ cognitive engagement and the following aspects of classroom discourse: questioning level, complexity of questions, questioning ecology, communication patterns, and classroom interactions. A sequential explanatory mixed-methods design provides a detailed look at each aspect of classroom discourse which showed a positive effect on student cognitive level during science instruction. Implications for classroom practice, teacher education, and professional development are discussed.

A Mixed Methods Study of the Relationship between Student Perceptions of Teacher-Student Interactions and Motivation in Middle Level Science

Abstract This mixed-methods study examined the relationship between middle level science students’ perceptions of teacher-student interactions and students’ science motivation, particulary their efficacy, value, and goal orientation for learning science. In this sequential explanatory design, quantitative and qualitative data were collected in two phases, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. Results from phase one indicated that students’ perceptions of teacher interpersonal behaviors were positively correlated with their efficacy for learning science, value for learning science, and mastery orientation. Results from phase two revealed themes related to students’ construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Theoretical implications, implications for educational practice, and future research directions are also discussed.