1. LESSON STRUCTURES
    1. EXPOSITORY TEACHING
    2. WHOLE-CLASS DISCUSSIONS
    3. LABORATORY WORK
  2. FOUR QUESTIONING APPROACHES
    1. 1. SOCRATIC QUESTIONING
      1. FEATURES
      2. CONDITIONS FOR USING
      3. IMPLICATIONS
    2. 2. VERBAL JIGSAW
      1. FEATURES
      2. CONDITIONS FOR USING
      3. IMPLICATIONS
    3. 3. SEMANTIC TAPESTRY
      1. FEATURES
      2. CONDITIONS FOR USING
      3. IMPLICATIONS
    4. 4. FRAMING
      1. FEATURES
      2. CONDITIONS FOR USING
      3. IMPLICATIONS
  3. STRUCTURE OF PAPER
    1. 1. INTRODUCTION
    2. 2. THEORETICAL UNDERPINNINGS
      1. THEORETICAL FRAMEWORK
        1. SOCIAL CONSTRUCTIVISM
      2. ANALYSIS OF CLASSROOM DISCOURSE BASED ON
        1. AUTHORITATIVE FUNCTION
          1. FOCUSES ON ONLY 1 POINT OF VIEW
        2. DIALOGIC FUNCTION
          1. RECOGNIZES MORE THAN 1 POINT OF VIEW
      3. "RHYTHM OF THE DISCOURSE"
        1. ALTERNATION BETWEEN DIALOGIC DISCOURSE AND AUTHORITATIVE DISCOURSE
    3. 3. CLASSROOM INTERACTION AND DISCOURSE IN SCIENCE
      1. 'FLOW OF DISCOURSE' ANALYTICAL FRAMEWORK
        1. COMMUNICATIVE APPROACH
          1. INTERACTIVE
          2. NON-INTERACTIVE
        2. FOUR CATEGORIES
          1. 1. AUTHORITATIVE NON-INTERACTIVE
          2. TEACHER PRESENTS NORMATIVE IDEAS IN A MONOLOGUE
          3. 2. AUTHORITATIVE INTERACTIVE
          4. INVITES RESPONSES FROM STUDENTS BUT DISCOUNTS THEIR IDEAS
          5. SOLELY FOCUSES ON THE SCIENTIFIC IDEA
          6. AIM OF REACHING ONE SPECIFIC POINT OF VIEW
          7. 3. DIALOGIC NON-INTERACTIVE
          8. DOESN'T INVITE ANY TURN-TAKING INTERACTION WITH STUDENTS
          9. MAKES STATEMENTS THAT ADDRESS OTHER POINTS OF VIEW IN ADDITION TO SCIENTIFIC ONE
          10. 4. DIALOGIC INTERACTIVE
          11. EXPLORES STUDENTS' VIEWS EVEN IF DIFFERENT FROM THE SCIENTIFIC ONE
        3. MAIN FORMS OF TEACHER INTERVENTION
          1. 1. SHAPING IDEAS
          2. 2. SELECTING IDEAS
          3. 3. MARKING KEY IDEAS
          4. 4. SHARING IDEAS
          5. 5. CHECKING STUDENT IDEAS
          6. 6. REVIEWING
      2. TRIADIC DIALOGUE
        1. IRE FRAMEWORK
          1. 1. INITIATE
          2. 2. RESPONSE
          3. 3. EVALUATE
        2. IRF FRAMEWORK
          1. 1. INITIATE
          2. 2. RESPONSE
          3. 3. FOLLOWUP
      3. GUIDED DISCUSSION
        1. ASK CONCEPTUAL QUESTIONS
        2. ELICIT STUDENT RESPONSES
        3. COMMENTS ON THEM
        4. ENCOURAGES MULTIPLE RESPONSES
    4. 4. TEACHER QUESTIONING
      1. PROCESS-PRODUCT PARADIGM
      2. SOCIO-LINGUISTIC FRAMEWORK
        1. 1. CONTEXT OF QUESTIONS
        2. 2. CONTENT OF QUESTIONS
        3. 3. RESPONSES AND REACTIONS TO QUESTIONS
    5. 5. BACKGROUND TO THE PROBLEM AND PURPOSE OF STUDY
    6. 6. METHODS
      1. 6.1 SETTING AND PARTICIPANTS
      2. 6.2 PROCEDURE
      3. 6.3 ANALYSIS OF DATA
    7. 7. RESULTS
      1. 7.1 USING QUESTIONS TO FRAME CLASSROOM INTERACTION AND SCAFFOLD STUDENTS' THINKING
      2. 7.2 QUESTIONING APPROACHES
        1. 7.2.1 SOCRATIC QUESTIONING APPROACH
          1. 7.3 PUMPING
          2. FEATURES
          3. ENCOURAGE STUDENTS TO PROVIDE MORE INFORMATION VIA EXPLICIT REQUESTS
          4. USED TO
          5. FOSTER STUDENT TALK
          6. METHOD
          7. EXPLICIT REQUESTS FOR MORE INFORMATION
          8. "WHAT ELSE?"
          9. POSITIVE FEEDBACK
          10. "YEAH"
          11. "CORRECT"
          12. NODDING OF HEAD
          13. NEUTRAL FEEDBACK
          14. "OKAY"
          15. "UH-HUH"
          16. "MM-HMM"
          17. EG) GOLD MEDAL MADE OF PURE GOLD OR NOT?
          18. 7.4 REFLECTIVE TOSS
          19. 7.4.1 STUDENT STATEMENT
          20. 7.4.2 TEACHER QUESTION
          21. 7.4.3 STUDENT STATEMENTS
          22. FEATURES
          23. POSE A QUESTION IN RESPONSE TO PRIOR UTTERANCE MADE BY THE STUDENT
          24. USED TO
          25. THROW THE RESPONSIBILITY OF THINKING BACK TO THE STUDENT
          26. EG) TESTING A LEAF FOR PRESENCE OF STARCH
          27. 7.5 CONSTRUCTIVE CHALLENGE
          28. USED TO
          29. ENCOURAGE STUDENT TO REFLECT ON AND RECONSIDER HIS ANSWER IF HE HAVE AN INAPPROPRIATE ONE
          30. FEATURES
          31. POSE A QUESTION THAT STIMULATES STUDENT THINKING INSTEAD OF GIVING DIRECT CORRECTIVE FEEDBACK
          32. EG) MEASURING VOLUME OF FLOATING OBJECT
        2. 7.2.2 VERBAL JIGSAW QUESTIONING APPROACH
          1. 7.7 ASSOCIATION OF KEY WORDS AND PHRASES
          2. USED TO
          3. INTRODUCE FACTUAL OR DESCRIPTIVE INFORMATION AND TO REINFORCE SCIENTIFIC VOCABULARY
          4. FEATURES
          5. GUIDE STUDENTS TO FORM A SERIES OF PROPOSITIONAL STATEMENTS TO FORM A COHERENT MENTAL FRAMEWORK
          6. EG) MITOSIS
          7. VERBAL CLOZE
          8. USED TO
          9. ELICIT OR EMPHASIZE KEY WORDS OR PHRASES
          10. FEATURES
          11. PAUSE IN MID-SENTENCE TO LET STUDENTS COMPLETE THE SENTENCE
        3. 7.2.3 SEMANTIC TAPESTRY QUESTIONING APPROACH
          1. 7.9 MULTI-PRONGED QUESTIONING
          2. USED TO
          3. HELP STUDENTS VIEW A PROBLEM FROM DIFFERENT ANGLES AND PERSPECTIVES
          4. FEATURES
          5. POSE QUESTIONS FROM DIFFERENT ANGLES THAT ADDRESS DIFFERENT ASPECTS OF THE PROBLEM
          6. EG) IDENTIFY A LEAF FROM TEXT DESCRIPTION OR DIAGRAM, DRAW A LEAF, DESCRIBE A LEAF
          7. STUDENTS HAD TO TRANSLATE INFORMATION BETWEEN WRITTEN, VERBAL AND VISUAL FORMS OF REPRESENTATION
          8. APPLY UNDERSTANDING IN A DIFFERENT CONTEXT IN THE HOMEWORK
          9. 7.10 STIMULATING MULTIMODAL THINKING
          10. USED TO
          11. ENCOURAGE STUDENTS TO THINK IN A VARIETY OF MODES AND UNDERSTAND THE CONCEPT FROM DIFFERENT PERSPECTIVES
          12. FEATURES
          13. POSE QUESTIONS THAT INVOLVE THE USE OF A RANGE OF THINKING (VISUAL, VERBAL, SYMBOLIC, LOGICAL-MATHEMATICAL)
          14. EG) FREEZING OF WATER - CHANGE IN DENSITY
          15. 7.11 FOCUSING AND ZOOMING
          16. USED TO
          17. HELP STUDENTS UNDERSTAND A CONCEPT AT BOTH MACRO OVERARCHING LEVEL AND MICRO IN-DEPTH LEVEL
          18. FEATURES
          19. USE QUESTIONS THAT ZOOM IN AND OUT - BIG BROAD QUESTIONS AND SPECIFIC SUBORDINATE QUESTIONS ALTERNATELY
        4. 7.2.4 FRAMING QUESTIONING APPROACH
          1. 7.13 QUESTION-BASED PRELUDE
          2. USED TO
          3. FOR EXPOSITORY TALK TO PREFACE DECLARATIVE STATEMENTS AND FOCUS STUDENT THINKING
          4. FEATURES
          5. QUESTIONS ACT AS ADVANCE ORGANIZER AND LEAD-IN TO INFORMATION PRESENTED SUBSEQUENTLY
          6. TEACHER ANSWERS
          7. EG) RESPIRATION
          8. 7.14 QUESTION-BASED OUTLINES
          9. USED TO
          10. VISUALLY FOCUS STUDENTS' THINKING AND MAKE THEM SEE THE LINK BETWEEN THE BIG QUESTION AND SUBORDINATE QUESTIONS
          11. FEATURES
          12. PRESENT A BIG BROAD QUESTION AND RELATED SUBORDINATE QUESTIONS VISUALLY ON A SLIDE
          13. STUDENT ANSWERS
          14. 7.15 QUESTION-BASED SUMMARY
          15. USED TO
          16. RECAPITULATE KEY POINTS SUCCINCTLY AT END OF LESSON
          17. FEATURES
          18. GIVE OVERALL SUMMARY IN Q&A FORMAT TO CONSOLIDATE KEY POINTS
          19. TEACHER ANSWERS
    8. 8. DISCUSSION
      1. 8.1 IMPLICATIONS FOR INSTRUCTION
      2. 8.2 LIMITATIONS
        1. 8.2.1 LINGUISTIC FORM USED AS PREDOMINANT MARKER FOR INTERACTION
        2. 8.2.1 GENERALIZATION OF EACH RESPONDENT'S UTTERANCE TO THE REST OF THE CLASS
          1. NOT POSSIBLE TO KNOW THE EXTENT TO WHICH INDIVIDUAL STUDENTS INTERNALIZED THE CONCEPTS
        3. 8.2.3 OMISSION OF QUESTIONING STRATEGIES RELATED TO EPISTEMIC THINKING
      3. 8.3 SIGNIFICANCE OF STUDY
        1. CLASSIFICATIONS OF TEACHER QUESTIONS
          1. 1. BLOOM'S TAXONOMY
          2. 2. OPEN/CLOSED QUESTIONS
          3. 3. PRODUCTIVE QUESTIONS
          4. 4. OPERATIONAL QUESTIONS
          5. 5. QUESTIONS BASED ON METAL OPERATION
    9. 9. CONCLUSION
    10. 10. REFERENCES