Use and Valuation of Students' Questions:
Teaching Practices in Elementary Education
DOI:
https://doi.org/10.14571/brajets.v16.nse1.11-19Keywords:
Questions from Students, Teaching Practices, Elementary School, Discursive Textual AnalysisAbstract
The aim was to understand the use and appreciation of questions in the classroom by teachers working in elementary education. It is a research with a qualitative approach. The corpus of analysis consists of extracts from semi-structured interviews carried out with six elementary school teachers from a public school in the metropolitan region of Porto Alegre/RS, Brazil. Data were analyzed using Discursive Textual Analysis. The analysis generated 390 units of meaning, from which eleven subcategories and three final categories emerged: i) the use of questions to help the learning process; ii) the use of questions to help the teaching process; and iii) the use of questions to facilitate the development of the lesson. The categories indicate that teachers recognize the value of student questions for learning. However, they have limitations to teach through the question. These results underscore the importance of valuing students' questions in class. It is believed that such action, in addition to contributing to the improvement of teaching practice, can reduce the existing gap between school knowledge and the demands of society.References
ALMEIDA, Patrícia Albergaria. Can I ask a question? The importance of classroom questioning. Procedia Social and Behavioral Sciences, v. 31, p. 634-638, 2012.
ALMEIDA, Patrícia Albergaria. Classroom questioning: teachers’ perceptions and practices. Procedia Social and Behavioral Sciences, v. 2, p. 305-309, 2010.
CHIN, Christine; OSBORNE, Jonathan. Students' questions: a potential resource for teaching and learning science. Studies in Science Education, v. 44, n. 1, p. 1-39, 2008.
CHIN, Christine; CHIA, Li-Gek. Problem-based learning: using students' questions to drive knowledge construction. Science Education, Hoboken, v. 88, n. 5, p. 707-727, 2004.
FREIRE, Paulo; FAUNDEZ, Antônio. Por uma pedagogia da pergunta. 3. ed. Rio de Janeiro: Paz e Terra, 1985.
GRAY, David. Pesquisa no mundo real [recurso eletrônico]. 2. ed. Porto Alegre: Penso, 2014.
HAGAY, Galit; BARAM‐TSABARI, Ayelet. Uma estratégia para incorporar os interesses dos alunos na sala de aula de ciências do ensino médio. Revista de Pesquisa em Ensino de Ciências, v. 52, n. 7, p. 949-978, 2015.
KELLEY-MUDIE, Sara; PHILLIPS, Jeanie. To build a better question. Knowledge Quest, v. 44, n. 5, p. 14-19, 2016.
KLOUS, Sander; WIELAARD, Nart. The question is more important than the answer. In: We are a big date. Paris: Atlantis Press, 2016, p. 115-119.
MERTINS, Simone; AMARAL-ROSA, Marcelo, LIMA, Valderez, RAMOS, Maurivan. (2022). A valorização das perguntas dos estudantes: concepções de professores do Enisno Fundamental. New Trends in Qualitative Research, 12, e606.
MERTINS, Simone; SILVA, Carla Melo; AMARAL-ROSA, Marcelo Prado; RAMOS, Maurivan Güntzel. As perguntas dos estudantes para o ensino de Ciências: um meio de identificar problemas conceituais. Revista Insignare Scientia - RIS, v. 4, n. 3 p. 41-57, 2021.
MERTINS, Simone; SILVA, Carla Melo; GALLE, Lorita Aparecida Veloso; RAMOS, Maurivan Güntzel. As perguntas dos estudantes como meio de identificar a complexificação da linguagem nas aulas de Ciências. In: MEMBIELA, Pedro; CEBREIROS, María Isabel; VIDAL, Manuel. (Org.). Perspectivas y prácticas docentes en la enseñanza de las ciencias. 1ed.Ourense, Espanha.: Edita Educación, 2021, v. 1, p. 113-117.
MORAES, Roque. O significado do aprender: linguagem e pesquisa na reconstrução de conhecimentos. Conjectura, v. 15, n. 1, jan./abr., 2010.
MORAES, Roque.; GALIAZZI, Maria do Carmo. Análise textual discursiva. Ijuí: Editora UNIJUÍ, 2016.
RAMOS, Maurivan Güntzel. A Importância da problematização no conhecer e no saber em ciências. In: GALIAZZI, Maria do Carmo; MORAES, Roque; MANCUSO, Ronaldo; AUTH, Milton (Org.). Aprender em rede na educação em ciências. Ijuí: Editora UNIJUI, 2008, p. 57-75.
ROCA TORT, Montserrat; MÁRQUEZ, Conxita; SANMARTÍ, Neus. Las preguntas de los alumnos: Una propuesta de análisis. Enseñanza de las Ciencias, v. 31, n. 1, p. 95-114, 2013.
ROTHSTEIN, Dan; SANTANA, Luz. Make just one change: teach students to ask their own questions. Cambridge, Massachusetts: Harvard Education Press, 2011.
ROTHSTEIN, Dan; SANTANA, Luz. Make just one change: teach students to ask their own questions. Cambridge, Massachusetts: Harvard Education Press, 2011a.
SAVIANI, DerrnevaJ. Escola e democracia: teorias da educação, curvatura da vara, onze teses sobre educação e política. Campinas, SP: Autores Associados, 1999.
SOUZA, Francislê Neri de. Perguntas na Aprendizagem de Química no Ensino Superior. 2006. 530f. Tese (Doutorado em Didáctica) - Departamento de Didáctica e Tecnologia Educativa, Universidade de Aveiro, Aveiro, 2006.
THOMAZ, Estrella; RAMOS, Maurivan Güntzel. A interdisciplinaridade nas perguntas de ciências de estudantes do ensino fundamental: contribuições da análise textual discursiva. Fronteiras: Journal of Social, Technological and Environmental Science, v. 6, p. 32-48, 2017.
WALSH, Jackie Acree; SATTES, Beth Dankert. Quality questioning: research-based practice to engage every learner. 2. ed. California: Corwin, 2016.
WERTSCH, James. V. La mente en acción. Buenos Aires: Aiqué, 1999.
YIN, Robert K. Estudo de Caso: Planejamento e métodos. Editora Bookman, 2015.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Simone Mertins, Marcelo Amaral-Rosa, Valderez Lima
This work is licensed under a Creative Commons Attribution 4.0 International License.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.