CoChat
Sign Up
Cited by 18Science Education and PedagogyEducational Theory and Curriculum StudiesInnovative Teaching and Learning Methods

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Understanding student questioning

Singh, Gurinder, Shaikh, Rafikh, Haydock, Karen·2019·Cultural Studies of Science Education
DOI 10.1007/s11422-018-9866-0
Open this paper in CoChat — free account

Overview

Integrity signals

Registry

Crossref · 10.1007/s11422-018-9866-0

Cites

2 of 2 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Flagged first, then by citations

Show all 2 references

Research works printed but not linked: 81

  1. Almeida, P., & de Souza, F. N. (2010). Questioning profiles in secondary science classrooms. International Journal of Learning and Change, 4(3), 237–251. · DOI
  2. Ansari, H. (2016). Remarks by Vice President of India, Shri M. Hamid Ansari, at the inauguration of the panel discussion on “Scientific Temper: A pre-requisite for knowledge based society”. New Delhi: Press Information Bureau, Government of India, Vice President’s Secretariat.
  3. Barnes, D. R., Britton, J. N., & Rosen, H. (1971). Language, the learner, and the school. London: Penguin.
  4. Bereiter, C., & Scardamalia, M. (2010). Can children really create knowledge? Canadian Journal of Learning and Technology, 36(1), 1–15. · DOI
  5. Biddulph, F., Symington, D., & Osborne, R. (1986). The place of children’s questions in primary science education. Research in Science and Technological Education, 4(1), 77–88. https://doi.org/10.1080/0263514860040108 . · DOI
  6. Brice Heath, S. (1982). Questioning at home and at school: A comparative study. In George Spindler (Ed.), Doing the ethnography of schooling: Educational anthropology in action (chapter 4 (pp. 101–131). New York: Holt, Rinehart and Winston.
  7. Chin, C. (2002). Open investigations in science: Posing problems and asking investigative questions. Teaching and Learning, 23, 155–166.
  8. Chin, C., Brown, D. E., & Bruce, B. C. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521–549. https://doi.org/10.1080/09500690110095249 . · DOI
  9. Chin, C., & Kayalvizhi, G. (2002). Posing problems for open investigations: What questions do pupils ask? Research in Science and Technological Education, 20(2), 269–287. https://doi.org/10.1080/0263514022000030499 . · DOI · Paper page
  10. Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. https://doi.org/10.1080/03057260701828101 . · DOI · Paper page
  11. Cifone, M. V. (2013). Questioning and learning. Curriculum and Teaching Dialogue, 15(1), 41–55.
  12. Cornforth, M. (1975). Materialism and the dialectical method (4th printing). New York: International Publishers.
  13. Dillon, J. T. (1988). The remedial status of student questioning. Journal of Curriculum Studies, 20(3), 197–210. · DOI
  14. Dillon, J. T. (2004). Questioning and teaching: A manual of practice. Eugene, Oregon: Wipf and Stock Publishers.
  15. Eisenhart, M. (2008). Globalization and science education in a community-based after-school program. Cultural Studies of Science Education, 3(1), 73–95. https://doi.org/10.1007/s11422-007-9084-7 . · DOI
  16. Engels, F. (1876). Dialectics of nature (1940 English edition, translated from German by Clemens Dutt). New York: International Publishers.
  17. Engels, F. (1886). Ludwig Feuerbach and the end of classical German philosophy. In K. Marx & F. Engels (Eds.), Collected works (Vol. 26, pp. 353–398). 1946 English edition. Moscow: Progress Publishers.
  18. Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge: Cambridge University Press. · DOI
  19. Falk, B., & Margolin, L. (2005). Awakening questions within: Inquiry research in an elementary classroom. Thinking Classroom, 6(2), 6–14.
  20. Foster, J. B., Clark, B., & York, R. (2010). The ecological rift: Capitalism’s war on the earth. Monthly Review Press, Indian edition, 2011. Kharagpur: Cornerstone Press.
  21. Freire, P. (1968). Pedagogy of the oppressed. English edition translated from Portuguese by Myra Bergman Ramos. New York: Continuum, Seabury Press.
  22. Freire, P., & Faundez, A. (1989). Learning to question: A pedagogy of liberation. New York: Continuum.
  23. Gade, S., & Blomqvist, C. (2015). From problem posing to posing problems via explicit mediation in grades 4 and 5. In F. M. Singer & N. F. Ellerton (Eds.), Mathematical problem posing (pp. 195–213). New York: Springer. · DOI
  24. Gade, S., & Blomqvist, C. (2016). Investigating everyday measures through exploratory talk: Whole class plenary intervention and landscape study at grade four. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-016-9784-y . · DOI
  25. Good, T. L., Slavings, R. L., Harel, K. H., & Emerson, H. (1987). Student passivity: A study of question asking in K-12 classrooms. Sociology of Education, 60(3), 181–199. https://doi.org/10.2307/2112275 . · DOI
  26. Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31(1), 104–137. · DOI · Paper page
  27. Haldane, J. B. S. (1940). Why I am a materialist. In Rationalist annual. London: Rationalist Press Association Limited.
  28. Hanrahan, M. U. (2006). Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms. Science Education, 90(1), 8–43. https://doi.org/10.1002/sce.20087 . · DOI
  29. Harris, P. L. (2012). Trusting what you’re told: How children learn from others. Cambridge, MA: Harvard University Press. · DOI
  30. Haydock, K. (2017). A marxist approach to understanding ecology. Economic and Political Weekly, 52(37), 83–88.
  31. Henkemans, A. F. S. (2009). Manoeuvring strategically with rhetorical questions. In F. H. van Eemeren, B. Garssen, & B. Garssen (Eds.), Pondering on problems of argumentation (pp. 15–23). Dordrecht: Springer. · DOI
  32. Hodson, D. (1993). Re-thinking old ways: Towards a more critical approach to practical work in school science. Studies in Science Education, 22(1), 85–142. https://doi.org/10.1080/03057269308560022 . · DOI
  33. Hodson, D. (2014). Nature of science in the science curriculum: Origin, development, implications and shifting emphases. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 911–970). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-7654-8_28 . · DOI
  34. Ilaiah, K. (2010). The weapon of the other: Dalitbahujan writings and the remaking of Indian nationalist thought. Delhi: Longman.
  35. Jain, M., & Saxena, S. (2010). Politics of low cost schooling and low teacher salary. Economic and Political Weekly, XLV(18), 79–80.
  36. Junior, P. L., Ostermann, F., & Rezende, F. (2014). Marxism in Vygotskian approaches to cultural studies of science education. Cultural Studies of Science Education, 9(3), 543–566. https://doi.org/10.1007/s11422-013-9485-8 . · DOI
  37. Kandpal, K. (2015). Children’s questions. Sandarbh, 98, 50–55.
  38. Kearsley, G. P. (1976). Questions and question asking in verbal discourse: A cross-disciplinary review. Journal of Psycholinguistic Research, 5(4), 355–375. https://doi.org/10.1007/BF01079934 . · DOI
  39. Keys, C. (1998). A study of grade six students generating questions and plans for open-ended science investigations. Research in Science Education, 28(3), 301–316. · DOI
  40. Kulkarni, V. G., & Agarkar, S. C. (1985). Talent search and nurture among the underprivileged (report). Mumbai: Homi Bhabha Centre for Science Education.
  41. Kumar, K. (1989). Social character of learning. New Delhi: Sage Publications.
  42. Kumar, K. (1996). Two worlds. In Learning from conflict, chapter 4 (pp. 59–74). Hyderabad: Orient Longman.
  43. Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex Pub. Corp.
  44. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. New Delhi: Sage. · DOI · Paper page
  45. Lundin, M. (2007). Questions as a tool for bridging science and everyday language games. Cultural Studies of Science Education, 2(1), 265–279. https://doi.org/10.1007/s11422-006-9043-8 . · DOI
  46. Madhu, K. P. (2015). Why Ramu does not ask questions. Science Reporter, 52(02), 22–25.
  47. Marx, K. (1844). Private property and communism. In the 1964 version translated by Martin Milligan and edited by Dirk J. Struik: The economic and philosophic manuscripts of 1844 (pp. 132–146). New York: International Publishers.
  48. Marx, K. (1867). Capital: A critique of political economy. Volume I. English edition of 1887, translated by Samuel Moore and Edward Aveling, edited by Frederick Engels. Moscow: Progress Publishers.
  49. Mehan, H. (1979). ‘What time is it, Denise?’: Asking known information questions in classroom discourse. Theory Into Practice, 18(4), 285–294. · DOI · Paper page
  50. Nambissan, G. B., & Ball, S. J. (2010). Advocacy networks, choice and private schooling of the poor in India. Global Networks, 10(3), 1–20. · DOI
  51. National Council of Educational Research and Training [NCERT]. (2005). NCF 2005, national curricular framework. New Delhi: National Council of Educational Research and Training.
  52. Nehru, J. (1946). The discovery of India. New Delhi: Penguin Books.
  53. Noorani, A. G. (2017). Nationalism in peril. Frontline, 34(7), 98–102.
  54. Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35(2), 135–198. · DOI
  55. Pearson, J. C., & West, R. (1991). An initial investigation of the effects of gender on student questions in the classroom: Developing a descriptive base. Communication Education, 40(1), 22–32. · DOI
  56. Piaget, J. (1923). The language and thought of the child (reprinted 2001). London: Routledge.
  57. Postman, N., & Weingartner, C. (1969). Teaching as a subversive activity. New York: Delacorte.
  58. Ramadas, J. S., & Kulkarni, V. G. (1982). Pupil participation and curriculum relevance. Journal of Research in Science Teaching, 19(5), 357–365. · DOI
  59. Rees, C., & Roth, W.-M. (2017). Interchangeable positions in interaction sequences in science classrooms. Dialogic Pedagogy: An International Online Journal. https://doi.org/10.5195/DPJ.2017.184 . · DOI
  60. Rodrigues, A., Camillo, J., & Mattos, C. (2014). Quasi-appropriation of dialectical materialism: A critical reading of Marxism in Vygotskian approaches to cultural studies in science education. Cultural Studies of Science Education, 9(3), 583–589. https://doi.org/10.1007/s11422-014-9570-7 . · DOI
  61. Rosebery, A. S., & Ballenger, C. (2008). Creating a foundation through student conversation. In A. S. Rosebery & B. Warren (Eds.), Teaching science to English language learners (pp. 1–12). Washington, DC: NSTA Press.
  62. Roth, W.-M. (1995). Authentic school science. Dordrecht: Springer. https://doi.org/10.1007/978-94-011-0495-1 . · DOI
  63. Roth, W.-M. (2005). Doing qualitative research: Praxis of method (Vol. 3). Rotterdam: Sense Publishers. · DOI
  64. Roth, W.-M. (2007a). Busting boundaries: Rethinking language from an epistemology of difference. Cultural Studies of Science Education, 2(1), 290–300.
  65. Roth, W.-M. (2007b). Toward a dialectical notion and praxis of scientific literacy. Journal of Curriculum Studies, 39(4), 377–398. https://doi.org/10.1080/00220270601032025 . · DOI
  66. Roth, W.-M. (2007c). Theorizing passivity. Cultural Studies of Science Education, 2(1), 1–8. https://doi.org/10.1007/s11422-006-9045-6 . · DOI
  67. Roth, W.-M., & Lee, A. (2002). Breaking the spell: Science education for a free society. Counterpoints, 210, 67–95.
  68. Roth, W.-M., & Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127–152. · DOI
  69. Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
  70. Sarangapani, P. M. (2003). Constructing school knowledge: An ethnography of learning in an Indian village. New Delhi: Sage Publications.
  71. Siddiqui, K. (2017). Hindutva, neoliberalism and the reinventing of India. Journal of Economic and Social Thought, 4(2), 142–186. https://doi.org/10.1453/jest.v4i2.1280 . · DOI
  72. Singh, G., & Khaparde, R. (2013). The state of experimental activities in Indian school science: An investigation into the existing problems and possible strategies (field work report) (pp. 1–17). Mumbai: Homi Bhabha Centre for Science Education (TIFR).
  73. Stetsenko, A., & Arievitch, I. (2002). Teaching, learning and development: A post-Vygotskian perspective. In G. Wells & G. Claxton (Eds.), Learning for life in the twenty-first century: Sociocultural perspectives on the future of education (pp. 84–87). London: Wiley. · DOI
  74. Thapan, M. (2014). Ethnographies of schooling in contemporary India. New Delhi: Sage Publications. · DOI
  75. Thapan, M. (2015). Curriculum and its possibilities. In W. F. Pinar (Ed.), Curriculum studies in India: Intellectual histories, present Circumstances (p. 141). New York: Palgrave Macmillan. · DOI
  76. van Zee, E. H., Iwasyk, M., Kurose, A., Simpson, D., & Wild, J. (2001). Student and teacher questioning during conversations about science. Journal of Research in Science Teaching, 38(2), 159–190. https://doi.org/10.1002/1098-2736(200102) . · DOI
  77. Van Zee, E., & Minstrell, J. (1997). Using questioning to guide student thinking. The Journal of the Learning Sciences, 6(2), 227–269. · DOI · Paper page
  78. Vygotsky, L. (1966). Play and its role in the mental development of the child. Voprosy Psikhologli, 12(6), 62–76.
  79. Wiliam, D. (1998). Open ends and open beginnings. Presented at the International Group for the Psychology of Mathematics Education. In 22nd annual conference, Stellenbosch, South Africa.
  80. Wivagg, D., & Allchin, D. (2002). The dogma of “the” scientific method. The American Biology Teacher, 64(9), 645–646. · DOI
  81. Zafar, M. (2015). Questioning is more important than answering. Sandarbh, 96, 38–42.

Cited by

Sorted by citations

See all 18

Metadata

Authors
Singh, G., Shaikh, R., & Haydock, K.
Affiliations
Tata Institute of Fundamental Research (IN)
Corresponding author
Haydock, Karen
ORCID
Venue
Cultural Studies of Science Education
Publisher
Springer Science and Business Media LLC
Published
2018-06-29
Volume
14
Issue
3
Pages
643-697
ISSN
  • 1871-1502 (ISSN-L)
  • 1871-1510
DOI
10.1007/s11422-018-9866-0
OpenAlex
W2810583828
Cited by
18
References
2
Citations by year
2026: 4 · 2024: 1 · 2023: 3 · 2022: 2 · 2021: 7 · 2020: 1
FWCI
6.49
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
Cultural Studies of Science Education (publishedVersion)
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
student questioning, student passivity, student-generated questions, teacher guidance, student experiments, social norms, dialectical materialism, student discourse

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review