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. ORCID: 0000-0002-1098-0765 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:https://doi.org/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 |
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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 / 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 15:54 |
URI: | http://gala.gre.ac.uk/id/eprint/20363 |
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