• Rakesh Kumar
• Himani Sharma
• Karishma Sharma

In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher’s natural dispositions towards “Posed Interpretative Questions to the Learners” in terms of Teacher’s Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. ‘Statistical Descriptives’ of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers’ response to “Posed Interpretative Questions to the Learners” in terms of Teacher's Gender, Nature of School Management and School Type. These factors have been located as research gaps in the study done by one of the researchers from this research team. The study contributes towards understanding the role of some factors in ‘formal’ science classrooms settings while trying out ‘informal environments’ in eighteen selected schools under guidance of one of the researchers from this team.

Learning Strands, Science Classrooms, Pre-Service Teacher Education, Teacher's Gender, Nature of School Management, School Type, Planning in Science, Informal Learning Environments, Posing Interpretative Questions

"A Study of Factors Affecting ‘Posing Interpretative Questions to the Learners’ ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.5, Issue 12, page no.1572-1589, December-2018, Available :http://www.jetir.org/papers/JETIR1812E26.pdf

"A Study of Factors Affecting ‘Posing Interpretative Questions to the Learners’ ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.5, Issue 12, page no. pp1572-1589, December-2018, Available at : http://www.jetir.org/papers/JETIR1812E26.pdf