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The Epistemic Role of Children’s Questions and Teacher’s Responses in Preschool Classroom Discourse

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dc.contributor.authorKaya, Gökhan
dc.contributor.authorAhi, Berat
dc.date.accessioned2026-01-04T16:42:31Z
dc.date.issued2022-04-14
dc.description.abstractThis study investigates the structure of discourse children initiate by asking inquisitive questions. In total, 301 question sequences were analyzed, taking into account the discourse analysis procedure. Generally, the analysis concluded that although children were demonstrating their epistemic stance, they used different question structures than the adults. However, the teachers realized the pragmatic aspects of these questions and were able to support their epistemic domains. Finally, the study also identified how sequence closures differed from traditional classroom discourse.
dc.description.urihttps://doi.org/10.1177/00220574221088486
dc.identifier.doi10.1177/00220574221088486
dc.identifier.eissn2515-5741
dc.identifier.endpage876
dc.identifier.issn0022-0574
dc.identifier.openairedoi_________::2c729a8a7fe95470f52ad3cb68d62257
dc.identifier.orcid0000-0002-8744-7213
dc.identifier.scopus2-s2.0-85129327617
dc.identifier.startpage865
dc.identifier.urihttps://hdl.handle.net/20.500.12597/39623
dc.identifier.volume203
dc.identifier.wos000783610900001
dc.language.isoeng
dc.publisherSAGE Publications
dc.relation.ispartofJournal of Education
dc.rightsCLOSED
dc.subject.sdg4. Education
dc.titleThe Epistemic Role of Children’s Questions and Teacher’s Responses in Preschool Classroom Discourse
dc.typeArticle
dspace.entity.typePublication
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