Toward narrowing the theory–practice gap: characterizing evidence from in-service biology teachers’ questions asked during an academic course

International Journal of STEM Education

Table 3 The practice–theory framework of teachers-as-learners’ questions

Category	Description	Example^a
Practice	Focus on acts and behaviors in class, not relating to theory	How can one increase the level of interest in class?
Theory	Focus on theory, without any relation to practice	Is there a connection between question-asking and academic achievements?
Practice and theory	Connecting theory and teachers’/students’ acts	Good questions are based on knowledge. What happens when the student does not have enough (prior) knowledge?
Practice vs. theory	Confronting their practice with the educational theory learned	When learning is based on question-asking, how can one plan to teach all of the required material?

^aAll examples were taken from the second planning assignment that dealt with students’ questions as a means of increasing their interest in biology