Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30135
Pupils´ Questions at School Attendance Beginning and Teachers´ Teaching Strategy

Authors: Marie Pavelková, Hana Lukášová

Abstract:

Pupils´ inquisitiveness at the beginning of their school attendance is reflected by characteristics of the questions they ask. Clearly most of the classroom communication sequences are initiated by the teacher. But the teaching process also includes questions initiated by pupils in the need to satisfy their need for knowledge. The purpose of our research is to present the results of our pre-research strategy of occurrence of pupil-initiated questions in math lessons at the lower elementary school level, and to reveal the extent to which they are influenced by the teacher´s teaching strategy. We used the research methods of direct and indirect observations of fifth year classes in primary school. We focused on questions asked by the pupils in their math lessons. Our research sample for the pre-research observation method was a collection of video recordings available online. We used them for analysing the nature of pupils´ questions identified there. On the basis of the analysis, we hereby present the results concerning the nature of pupils´ questions asked in math lessons on the lower elementary school level. The interpretation of the collected results will be the starting point for the selection of research strategies in the next research stages concerning pupils’ questions in the future.

Keywords: Alternative strategies, 1ower elementary school level, pupil´s question, teaching strategies.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.2643884

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 174

References:


[1] Fischer, R., 2011. Učíme děti myslet a učit se: praktický průvodce strategiemi učení.Praha: Portál.
[2] Gavora, P. 1995. Výzkumné metódy v pedagogike. Bratislava: Univerzita Komenskéhos.17 - 56.
[3] Gavora, P. 2005. Učitel a žáci v komunikaci. Brno: Paido.
[4] Hirschová, M. 2013. Pragmatika v češtině. Praha: Karolinum, s.285.
[5] HU, Hsin-Wen, CHIOU & Guey-fa 2012. Types, Frequency and Quality of Elementary Pupils´ questions in an Online Enviroment. 11, no. 4, s. 325-335.
[6] Grepl, M. & Karlík, P. 1998. Skladba češtiny. Olomouc: Votobia. (460 -466).
[7] Kašparová, J., Starý, K, & Šumavská 2011. Výukové strategie v praxi pilotních odborných škol. Praha: Národní ústav pro vzdělávánís s.5.
[8] Mareš, J., & Křivohlavý, J. 1995. Komunikace ve škole. Brno: Masarykova univerzita s.74.
[9] Mazáčová, N, 2014. Vybrané problémy obecné didaktiky. Praha: Pedagogická fakulta Univerzity Karlovy s.18.
[10] Nelešovská, A. 2005. Pedagogická komunikace v teorii a praxi. Praha: Grada s.39.
[11] Pintrich, P.1999, Role of motivaton in promoting and sustaining self –regulated learning.31(6), s.470.
[12] Průcha, J. 1995. Pedagogický výzkum – uvedení do teorie a praxe. Praha: Pedagogická fakulta Univerzity Karlovy s.37.
[13] Paris & Paris, 2001. Classroom Applications of Research on Self-Regulated Learning self-regulated learning. Educational Psychologist, 36(2), 89-101.
[14] Schvarz, J. 2002. Typologie interrogativních funkcí v dialogu. In Hladká, Z., Karlík, P., Čeština – Univerzália specifika 4. Praha: Lidové noviny s. 353.
[15] Švaříček, Šeďová, & Šalamounová, 2012. Komunikace ve školní třídě. Praha: Portál s. 9 - 150.
[16] Zormanová, L., 2014.Obecná didaktika.Havlíčkův Brod: Gradas. 27.