ERIC Number: EJ1181298
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
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.; Betteney, M.
International Journal of Science Education, v40 n9 p1076-1093 2018
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 set 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.
Descriptors: Foreign Countries, Science Instruction, Questioning Techniques, Feedback (Response), Mixed Methods Research, Learner Engagement, Secondary School Science, Secondary School Students, Experimental Groups, Control Groups, Student Centered Learning, Constructivism (Learning), Science Achievement, Instructional Effectiveness, Quasiexperimental Design
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom