Magaji, A. and Ade-Ojo, G. ORCID: 0000-0002-1098-0765 (2017) Evaluating the potentials of Bloom’s Taxonomy as a tool for developing year 8 (Key Stage 3) science students’ questioning skills in a UK secondary school. International Journal of Multidisciplinary Comparative Studies, 4 (1-3):2. pp. 24-49. ISSN 2059-4976 (Print), 2059-4984 (Online)

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Abstract

This case study research employed a mixed method approach to evaluate the effectiveness of Bloom’s taxonomy in the development of questioning skills of a cohort of year 8 science students in the UK. Designed along the intervention and evaluation framework, the research compared the level of use of questioning skills by these students after they were introduced to Bloom’s taxonomy as a prompt. Students’ use of questioning n their classes pre-and post-intervention were recorded and compared through observations and field notes. In addition, the views of the teachers involved in teaching these students were collected through a survey questionnaire and discussions. The study found improvements in the quality of questions and feedback provided by the students. It also found that, teachers, through the process of modelling using Bloom’s Taxonomy prompts, contributed significantly to this improvement. It also found that a major block to teachers’ use of the model is teachers’ lack of pedagogical knowledge. The study concludes by advocating the need for appropriate CPD to enable teachers to develop the skills required for helping their learners to develop the essential questioning skills which is acknowledged as useful for promoting learning in science classrooms.

Item Type:	Article
Uncontrolled Keywords:	Boom's taxonomy, Questioning, feedback, prompts, science learning
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified:	06 Oct 2021 21:33
URI:	http://gala.gre.ac.uk/id/eprint/18315

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