About RIK Journals
‘RIK Journals’ are international journals intended for professionals and researchers in all fields of Science, Technology, Arts, Management, Engineering, Humanities, Social Science, Education, etc. RIK Journals are...
Read MoreRIK Citation
| All | Since 2015 | |
|---|---|---|
| Citation | 2400 | 1030 |
| h-index | 962 | 911 |
| i-index | 423 | 261 |
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2019 Archive
| Number 3 |
Title: Analyzing the Ways in Which Gender Stereotypes are Perpetuated Through Questioning and Assessment Strategies in Inquiry-Based Science Classrooms Author: Roli H. Smally & Jacky Chrina Abstract: ... The purpose of this study was to investigate the questioning strategies of preservice teachers when teaching science as inquiry. The guiding questions for this research were: In what ways do the questioning strategies of preservice teachers differ for male and female elementary students when teaching science as inquiry and how is Bloom’s Taxonomy evident within the questioning strategies of preservice teachers? Examination of the data indicated that participants asked a total of 4,158 questions to their elementary aged students. Of these questions, 974 (23%) were asked to boys, and 991 (24%) were asked to girls. The remaining questions (53%) were asked to the class as a whole, therefore no gender could be assigned to these questions. In relation to Bloom’s Taxonomy, 74% of the questions were basic knowledge, 15% were secondary comprehension, 2% were application, 4% were analysis, 1% were synthesis, and 3% were evaluation. Keywords: Gender, Inquiry, Science Education, Teacher Education. Show More |