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From Mechanical to Meaningful Classroom Questions

While observing two project-based inquiry classrooms, we noticed and became intrigued by the markedly different development of science discourse practices across the two classes. Both were taught by the same teacher, used the same curriculum materials, engaged in the same learning activities, and were comprised of equally engaged and high achieving honors students. Yet over a 20-week period, the question-asking and answering practices of students in the two classes diverged considerably. While students in Class A were still struggling to adopt the practices modeled by the teacher, students in Class B were taking the initiative to ask each other to explain trends identified in investigations and working out explanations together. Investigating differences between these two near-identical enactments has allowed us to identify changes in question-asking practices that lead to productive interpretations and science discourse. We offer explanations for the differences between the classes and for the changes observed over time.