Abstract
Abstract In this article, the author investigates how the questions that a teacher asks in a history lesson change and develop in the teaching discourse and how these questions are linked to understanding. The analysis relies on a case study consisting of a transcribed history unit on the Weimar Constitution of 1919 (12th grade) and an interview conducted with the teacher taking his beliefs also into account. Qualitative research findings suggest that the assumption of a historical question - that is to say, a question itself could be classified in terms of quality - must be reconsidered. The quality of reasoning depends on how the participants in the conversation refer to each other and the question. Within this process students put forth questions not only by explicit questioning but also by expressing doubts and contradictions.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
