A Case Study of the Science Class for the Gifted by the Elementary Teachers: Focused on Questioning and Feedback

Abstract

The objective of this study is to analyze questioning type of teachers and to examine the response of students and the feedback of teachers in elementary science class for the gifted as a case study. Two teachers were selected, who are different in careers, understanding of characteristics of students, and usual questioning preferences. They taught the class with the same science program. The teacher with many years¡¯ standing preferred interactive type of questionnaires focused on the students¡¯ response rather than following questionnaires presented by the class program, while the teacher with few years¡¯ standing preferred open type of questionnaires presented by the class program and knowledge-based teaching. Even though there might be some limits to generalize the results of this case study, the questioning preference of teachers could influence students regarding the process of thinking and response of the students. Further study is needed to develop a elementary science class for the gifted by better understanding of the characteristics of questionnaires of teachers by observing science classes of different subjects and contents