Using Questioning to Guide Student Thinking
Abstract
This case study analyzes ways in which an experienced physics teacher uses questioning to guide student thinking during a benchmark discussion about measurement. Interactional issues involve ways of speaking: Why the teacher decided to ask what he did, when he did, of whom, in what way, and for what purpose. Conceptual issues involves ways of thinking: How students seemed to understand measurement concepts such as calculating an average value. We define a particular kind of question, a reflective toss, that the teacher uses to try to give students responsibility for thinking. A reflective toss sequence typically consists of a student statement, teacher question, and additional student statements. This unit of analysis directs attention to ways in which a teacher question influences student thinking. We analyze reflective tosses in terms of the immediate action plans they instantiated, the emergent goals they served, anal underlying beliefs they embodied during an episode that involved the public refinement of a student's ideas. We propose that teachers may shift toward more reflective discourse by asking questions that help students to make their meanings clear, to consider various points of view in a neutral manner, and to monitor the discussion and their own thinking.
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By tossing back questions, the teachers validate the students' ideas and establish them as a baseline on which to build, shift the responsibility for knowledge construction back to the student, and promote student-student collaboration.
“By doing this, the teachers not only validate the students' ideas and establish them as a baseline on which to build, but they shift the responsibility for knowledge construction back to the student and promote student-student collaboration”
From Young Children's Epistemic Operations and Emergent Argumentation in Inquiry‐Based Discussions: The Role of Teacher Questioning and Collaborative Interactions (2025) · cites this paper as van Zee and Minstrell 1997
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The Impact of Questioning Techniques on STEAM Instruction
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- Authors
- van Zee, E., & Minstrell, J.
- Venue
- Journal of the Learning Sciences
- Publisher
- Informa UK Limited
- Published
- 1997-04
- Volume
- 6
- Issue
- 2
- Pages
- 227-269
- ISSN
- 1050-8406 (ISSN-L)
- 1532-7809
- OpenAlex
- W2091292358
- Cited by
- 342
- References
- 53
- Citations by year
- 2026: 4 · 2025: 6 · 2024: 4 · 2023: 8 · 2022: 12 · 2021: 19 · 2020: 14 · 2019: 14 · 2018: 17 · 2017: 15 · 2016: 17 · 2015: 21 · 2014: 27 · 2013: 19 · 2012: 19
- FWCI
- 42.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of the Learning Sciences (publishedVersion)
- Funders
- American Educational Research Association
- University of Washington
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- teacher questioning, student thinking, physics education, measurement concepts, classroom discourse, teacher beliefs, action plan
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.
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