Questioning questioning with student teachers

Forster, Colin ORCID: 0000-0002-5896-1491 and Penny, Jude ORCID: 0000-0002-4370-4062 (2020) Questioning questioning with student teachers. Science Teacher Education, 88. pp. 5-9.

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Abstract

Questioning is seen as an essential teaching skill in primary science, but research reveals that many teachers ask too many questions and, particularly, closed questions, which impact negatively on children’s intellectual engagement with scientific ideas. This article reports on research undertaken with final year undergraduate student teachers, in which they adopted elements of an action research methodology to examine their use of questions to promote children’s observation and curiosity in primary science. Student teachers were astonished to discover how over-reliant they were on questions as their default strategy for engaging children in science-related dialogue, and identified specific ways in which their practice of questioning could be improved.

Item Type: Article
Article Type: Article
Additional Information: Electronic journal
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Schools and Research Institutes > School of Education & Humanities > Education
Research Priority Areas: Learning and Professional Contexts
Depositing User: Anne Pengelly
Date Deposited: 13 Oct 2020 09:01
Last Modified: 13 Oct 2020 09:01
URI: http://eprints.glos.ac.uk/id/eprint/8870

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