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Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school

Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school

Magaji, A., Ade-Ojo, G. and Betteney, M. (2018) Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school. International Journal of Science Education, 40 (9). pp. 1076-1093. ISSN 0950-0693 (Print), 1464-5289 (Online) (doi:10.1080/09500693.2018.1473658)

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Abstract

This mixed method study investigated the extent to which the use of a model built around student-led questioning and feedback improved the learner engagement and attainment of a cohort of students. It compared outcomes from an experimental with a control group of students in Key-Stage 3 using a number of parameters. It found that the experimental group, who were taught using this model, showed improvements in engagement and attainment when compared to the control group. A model of discourse was proposed to help students take ownership of their learning and offered as a means of helping to transform science teachers’ classroom pedagogy.

Item Type: Article
Uncontrolled Keywords: questioning; feedback; science learning; constructivism; attainment; engagement; student-led learning
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Faculty / Department / Research Group: Faculty of Education & Health
Faculty of Education & Health > Department of Teacher Education
Last Modified: 06 Jul 2018 09:54
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/20363

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