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ERIC Number: EJ837087
Record Type: Journal
Publication Date: 2009-Apr
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1046-560X
Role of Discrepant Questioning Leading to Model Element Modification
Rea-Ramirez, Mary Anne; Nunez-Oviedo, Maria Cecilia; Clement, John
Journal of Science Teacher Education, v20 n2 p95-111 Apr 2009
Discrepant questioning is a teaching technique that can help students "unlearn" misconceptions and process science ideas for deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them to examine their ideas or models, without giving information prematurely to the student or passing judgment on the student's model. This strategy prompts students to see the contradictions in their own model. This study focused on the analysis of small group tutoring sessions on human respiration. Individual and small group construction of mental models was analyzed after instructed with a standardized teaching sequence based on model construction and criticism theory (Rea-Ramirez in "Model of conceptual understanding in human respiration and strategies for instruction," "Dissertation Abstracts International, 59" (10), 5196B, 1998). Analysis provided deeper understanding of the role discrepant questioning played in this construction of understanding and suggested new models of learning.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A