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Abstract Title: Physics Teacher's Questioning Patterns and the Reasoning Behind Them
Abstract: One of teachers' greatest tools in the classroom is questioning. It has long been theorized that higher level questioning leads to students developing a better understanding of the material but no one has examined the types of questions asked in physics classrooms in great detail. We used Bloom's revised taxonomy to classify the questions asked by a high school physics instructor and surveyed them on what they believe their questioning patterns to be. By analyzing the distribution of question types and the teachers' self-perceived questioning patterns we take a first step to better understanding the use of questioning in physics classrooms.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Brianna Santangelo
The College of New Jersey
and Co-Presenter(s)
Dr. AJ Richards