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Promoting student-led questions in the secondary science classroom: An analysis of the types of questions created by students

Promoting student-led questions in the secondary science classroom: An analysis of the types of questions created by students

Magaji, Adewale (2021) Promoting student-led questions in the secondary science classroom: An analysis of the types of questions created by students. IMPACT Journal of the Chartered College of Teaching (12).

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Abstract

This study examined the types of questions created by secondary school science students in a UK school. The research was informed by a constructivist paradigm promoting student-led questions through formative assessments. It involved three science teachers and 137 students aged 12-14 years old (years seven, eight and nine). Data was collected through lesson obser-vations, a focus group and field notes involving an experimental and control group of stu-dents. The questions created by both groups were compared. The study found that most of the questions were of low order despite the teaching strategies employed. However, there was an improvement in the quality of questions created by the experimental group following training of the students on using Bloom’s taxonomy. They created high-order questions that had a positive impact on the quality of feedback and dialogic interactions. Teachers’ as-sessment competency and capability along with the time constraints in delivering curricular contents are limiting factors in promoting student-led questions.

Item Type: Article
Uncontrolled Keywords: formative assessment, questioning, assessment for learning, assessment capability and competency
Subjects: L Education > L Education (General)
Faculty / Department / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > Department of Education & Community Studies
Related URLs:
Last Modified: 01 Jun 2021 09:46
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/32795

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