Previous research has shown that questioning is a key strategy that facilitators use to
promote discussion in Problem-Based Learning (PBL). Yet, there is a lack of detailed
understanding on what questions facilitators ask and how those questions aff ect
discussion. In this study we examined diff erent types of questions that experienced
facilitators asked to promote discussion of teaching problems in professional development
for science teachers. We videotaped six PBL sessions facilitated by three pairs of
experienced facilitators. Data analysis showed that facilitators asked a set of questions
to initiate and advance PBL discourse, including questions to solicit ideas, to reframe
ideas, to clarify ideas, to push for elaboration, to check for interpretation, and to connect
to teachers' classroom practice. This study has implications for the development
of PBL facilitators.

Researchers should cite this work as follows:

• Kari Clase; Peg A Ertmer (2012), "Using Questioning to Facilitate Discussion of Science Teaching Problems in Teacher Professional Development," https://stemedhub.org/resources/769.

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1. K-12
2. RGS