Complementing the Guidance Provided by a Simulation through Teacher Questioning

Abstract

The interaction between the teacher and the learners when using simulations is in need of research. This study concentrates on two questioning approaches, series of probing and series of guiding questions that teachers use to guide learning with simulations. These two approaches are contrasted with non-directive and directive guidance provided by the simulation. The data was collected through screen capture videos of pre-service primary teachers teaching physics with a PhET simulation. Two cases were selected for further analysis of teacher questioning and its adaptation to the learners. Even though teachers might use the spaces for explanations created by the simulation to probe for learners’ explanations, it is possible that the guidance provided by teachers is still not based on these ideas and explanations.