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ERIC Number: EJ940194
Record Type: Journal
Publication Date: 2004
Pages: 8
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0021-9266
Questioning Skills for Conceptual Change in Science Instruction
Yip, Din Yan
Journal of Biological Education, v38 n2 p76-83 2004
Science teachers ask questions to assess students' cognitive abilities and to promote student motivation in learning. Cognitive questions are usually divided into low-order and high-order types. According to the conceptual change model of learning, teachers can also use questions to facilitate the construction of knowledge by students. These "conceptual-change" questions may be used to: probe students' conceptions; challenge students to resolve inconsistent views; guide students to establish relationships between existing knowledge and a new concept; and help students apply a newly acquired concept to different situations. The present study explores the impact of an initial teacher education programme with a strong focus on a conceptual change model of science instruction. Based on classroom observations, the types of questions asked by a group of teachers enrolled in this programme are reviewed, with special attention to the questions that aim at inducing conceptual change in students. Examples of low-order, high-order and conceptual-change questions are quoted to illustrate the variety of questions asked by the subjects. (Contains 2 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong