Research On Pre-service Science Teachers’ Questioning Strategies And Responses To Questions In Inquiry-based Instruction

Inquiry-based instruction（IBI）is the main feature of the worldwide science education reform,and it is also the foci of the New Curriculum Reform.The science education reform has put forward higher requirement for science teachers,and classroom discourse is an important starting point for exploring science teachers’ teaching practice.This research took pre-service science teachers（PSTs）as research participants,and explore their questioning strategies and responses to questions in inquiry-based instruction.Based on the perspective of social constructivism,this research analyzed the classroom videos of 15 award-winning PSTs’ in the 2018 "Toshiba Cup" National Teaching Skills Competition.The researcher first adopted temporal analysis and correspondence analysis to investigate teachers’ questioning strategies.Then,the author applied the same methods to explore the relationship between teachers’ questioning strategies and responses to questions,before using classroom observation to analyze the modes of teacher-student classroom interaction.This research revealed that:（1）PSTs implemented the IBI in flexible ways with questions;（2）PSTs asked questions of multiple types and cognitive levels in an iterative way in IBI;（3）The cognitive levels of the PSTs’ questioning were closely related to those of responses’,and teachers’ high-level questions were also related to students’ silence;（4）The relationship between question types and response levels was affected by the teacher-student interaction.I recognized three teacher-student interaction modes in IBI,including "Retreat to advance" "Teachers and students advance together" and "One-man show".In the first two modes,PSTs provided guidance and supports to students by asking questions,which were in line with the concept of IBI;in the last mode,PSTs completed teaching tasks through questioning,ignoring the needs of students,which went against the concepts of IBI.This research shows implications for different subjects:（1）For PSTs,they should not only pay attention to students’ “hands-on” activities,but also focus on students’ cognitive development and promote students’ participation when implementing IBI.（2）For designers of PSTs training program,they should emphasize understanding of students’ learning.（3）For science education researchers,they are suggested to focus more on teacher-student interaction and change the research paradigm of teacher-student interaction in the New Curriculum Reform.