How Teachers Respond to Children's Inquiry Export

@article{citeulike:3403846, abstract = {This study examined how teachers respond when children engage in inquiry-based deviations from a planned task. Thirty-one teachers each completed a brief science activity and accompanying worksheet with a student confederate. Teachers were given one of two goals for the study: help the students complete a worksheet or help the students learn more about science. The instructions had a significant effect on the teachers' responses to students' deviations. Teachers in the worksheet condition tended to discourage deviation and draw the students back to the task at hand, whereas teachers in the learn more condition were more likely to encourage and expand on the deviation. Apart from their responses to students' deviations, nearly all teachers were classified as encouraging, suggesting that an articulated goal for the activity has a particular effect on the response to deviations. Implications for the role of teachers in the development of children's curiosity are considered. 10.3102/0002831208323274}, author = {Engel, Susan and Randall, Kellie}, citeulike-article-id = {3403846}, citeulike-linkout-0 = {http://dx.doi.org/10.3102/0002831208323274}, citeulike-linkout-1 = {http://aer.sagepub.com/cgi/content/abstract/46/1/183}, day = {7}, doi = {10.3102/0002831208323274}, journal = {Am Educ Res J}, keywords = {fachdidaktik, lehrerforschung, lehrerverhalten}, month = {October}, pages = {0002831208323274+}, posted-at = {2008-10-14 10:28:00}, priority = {2}, title = {How Teachers Respond to Children's Inquiry}, url = {http://dx.doi.org/10.3102/0002831208323274}, year = {2008} }

TY - JOUR ID - citeulike:3403846 L3 - citeulike-article-id:3403846 N2 - This study examined how teachers respond when children engage in inquiry-based deviations from a planned task. Thirty-one teachers each completed a brief science activity and accompanying worksheet with a student confederate. Teachers were given one of two goals for the study: help the students complete a worksheet or help the students learn more about science. The instructions had a significant effect on the teachers' responses to students' deviations. Teachers in the worksheet condition tended to discourage deviation and draw the students back to the task at hand, whereas teachers in the learn more condition were more likely to encourage and expand on the deviation. Apart from their responses to students' deviations, nearly all teachers were classified as encouraging, suggesting that an articulated goal for the activity has a particular effect on the response to deviations. Implications for the role of teachers in the development of children's curiosity are considered. 10.3102/0002831208323274 JF - Am Educ Res J TI - How Teachers Respond to Children's Inquiry SP - 0002831208323274 KW - fachdidaktik KW - lehrerforschung KW - lehrerverhalten AU - Engel, Susan AU - Randall, Kellie PY - 2008/10/07/ UR - http://dx.doi.org/10.3102/0002831208323274 ER -