Meilan Zhang

Using Questioning to Facilitate Discussion of Science Teaching Problems in Teacher Professional Development

Previous research has shown that questioning is a key strategy that facilitators use to promote discussion in Problem-Based Learning (PBL). Yet, there is a lack of detailed understanding on what questions facilitators ask and how those questions affect discus sion. In this study we examined different types of questions that experienced facilitators asked to promote discussion of teaching problems in professional development for science teachers. We videotaped six PBL sessions facilitated by three pairs of experienced facilitators. Data analysis showed that facilitators asked a set of questions to initiate and advance PBL discourse, including questions to solicit ideas, to reframe ideas, to clarify ideas, to push for elaboration, to check for interpretation, and to connect to teachers’ classroom practice. This study has implications for the development of PBL facilitators.

Seeing What You Normally Don't See.

Video can be a powerful tool to support teacher research, help teachers notice whats not readily visible in their daily teaching, transform their practice, and improve student learning.

“Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research

In this study we described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. A Problem-Based Learning approach was adopted to guide the collaborative action research. Based on a rich set of data sources, we concluded that Sarah’s action research improved student learning and led to her own professional growth. We also identified important conditions in support of action research.