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dc.contributor.authorLehtinen, Antti
dc.contributor.authorHähkiöniemi, Markus
dc.contributor.authorNieminen, Pasi
dc.contributor.editorCai, Yiyu
dc.contributor.editorvan Joolingen, Wouter
dc.contributor.editorVeermans, Koen
dc.date.accessioned2021-08-18T12:47:17Z
dc.date.available2021-08-18T12:47:17Z
dc.date.issued2021
dc.identifier.citationLehtinen, A., Hähkiöniemi, M., & Nieminen, P. (2021). Guiding Student Thinking Through Teacher Questioning When Learning with Dynamic Representations. In Y. Cai, W. van Joolingen, & K. Veermans (Eds.), <i>Virtual and Augmented Reality, Simulation and Serious Games for Education</i> (pp. 111-121). Springer. Gaming Media and Social Effects. <a href="https://doi.org/10.1007/978-981-16-1361-6_9" target="_blank">https://doi.org/10.1007/978-981-16-1361-6_9</a>
dc.identifier.otherCONVID_99317449
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77428
dc.description.abstractDynamic representations (e.g., dynamic geometry software GeoGebra for mathematics learning and PhET simulations for science learning) offer excellent opportunities for students to conduct investigations and to formulate explanations for the visualized phenomena. In order for this to be effective, students need guidance, for example, for planning their investigations and reflecting on their actions. One way to support students is by prompting them by using questions that are adapted to the students’ current situation. This chapter focuses on how pre-service teachers provide guidance for students through questioning and by both structuring and problematizing student learning. Data comes from science lessons taught by pre-service primary school teachers and mathematics lessons taught by pre-service subject teachers. The analysis focused on the different question types the pre-service teachers used as well as how their questioning was adapted to students’ situation. The results show how the pre-service teachers used questions both to structure student thinking and to problematize their answers and reasoning. Questioning was not always adapted to the students’ needs. We propose that adapting teacher questioning to student thinking requires balancing between structuring and problematizing and high level of interpretation from the teacher. Teachers’ skills for interpretation are still beyond the skills of software. Implications for teaching with dynamic representations are discussed.en
dc.format.extent188
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofVirtual and Augmented Reality, Simulation and Serious Games for Education
dc.relation.ispartofseriesGaming Media and Social Effects
dc.rightsIn Copyright
dc.subject.otherpre-service teachers
dc.subject.otherteacher guidance
dc.subject.otherinquiry-based learning
dc.subject.othersimulations
dc.subject.otherSTEM education
dc.titleGuiding Student Thinking Through Teacher Questioning When Learning with Dynamic Representations
dc.typebookPart
dc.identifier.urnURN:NBN:fi:jyu-202108184591
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFysiikan laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Physicsen
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/BookItem
dc.relation.isbn978-981-16-1360-9
dc.type.coarhttp://purl.org/coar/resource_type/c_3248
dc.description.reviewstatuspeerReviewed
dc.format.pagerange111-121
dc.relation.issn2197-9685
dc.type.versionacceptedVersion
dc.rights.copyright© 2021 the Authors
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber318010
dc.subject.ysovisualisointi
dc.subject.ysotutkiva oppiminen
dc.subject.ysoluonnontieteet
dc.subject.ysotietokoneavusteinen oppiminen
dc.subject.ysosimulointi
dc.subject.ysoopettajankoulutus
dc.subject.ysomatematiikka
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7938
jyx.subject.urihttp://www.yso.fi/onto/yso/p18173
jyx.subject.urihttp://www.yso.fi/onto/yso/p6227
jyx.subject.urihttp://www.yso.fi/onto/yso/p7221
jyx.subject.urihttp://www.yso.fi/onto/yso/p4787
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p3160
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/978-981-16-1361-6_9
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationThis work has been funded by the Academy of Finland (project number 318010).
dc.type.okmA3


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