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ERIC Number: EJ1181298
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom