Questioning in the Primary School

Wragg, E C; Brown, George

doi:10.4324/9780203420072

Cited by 49 publications

(52 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, such questions can lead to frustration rather than information if children suspect that the teacher is still wanting a single preferred answer, rather than appealing to the imagination (Wragg, 2001).…”

Section: Resultsmentioning

confidence: 99%

An overview of an investigation into the Effects of using TASC Strategies in the Development of Children's Thinking and Problem-solving Skills in Science

Davies¹

2008

Gifted Education International

View full text Add to dashboard Cite

Following a whole school focus on the development of thinking skills through TASC and as part of my M.Ed degree, I carried out an Investigation into the 'Effects of using TASC Strategies in the Development of Children's Thinking and Problem-solving Skills in Science'. Results of a questionnaire given to the children prior to my research showed that the children felt they learned best when they understood the relevance of their learning, when they felt capable of completing the task and when they could relate it to something else that they had done. Vygotsky (1978) stressed that children learn when they can make links with previous learning. This is because they can extend their conceptual mental map with new learning. The TASC Framework promotes this level of learning and for that reason I decided to introduce this Framework to the children in my class.

show abstract

Section: Resultsmentioning

confidence: 99%

An overview of an investigation into the Effects of using TASC Strategies in the Development of Children's Thinking and Problem-solving Skills in Science

Davies¹

2008

Gifted Education International

View full text Add to dashboard Cite

show abstract

“…Some reasons learners may pay more attention to open-ended questions include the concepts that this type of question (a) does not have a single correct answer (Goossen, 2002), so this encourages the person (Sobell & Sobell, 2008), and (b) may be answerable in part, if not known in full (Rogers, 1972;Lee, Kinzie & Whittaker, 2012). Also, since closed-ended questions have a single answer (Rogers, 1972;Lee et al, 2012), while open-ended questions seek multiple perspectives (Wragg & Brown, 2001;Jelly, 2001;Lee et al, 2012), open-ended questions might encourage learners to contribute more. Having only one right answer might increase anxiety about making mistakes.…”

Section: Discussionmentioning

confidence: 99%

Question-Answer Activities in Synchronous Virtual Classrooms in Terms of Interest and Usefulness

2016

View full text Add to dashboard Cite

Instructors generally convey their face to face habits to synchronous virtual classrooms, but these face to face strategies do not work in these environments. In this sense, the purpose of this study was to investigate the effects of question type and answer format used in synchronous class implementations on perceived interest and usefulness. To do this, questions were asked in different ways and answers were requested in different formats in synchronous virtual sessions. The participants consisted of 28 postgraduate students registered in an online criminal justice program at a university located in the North-East part of Turkey. Data was collected in the context of a Research Methods in Security Sciences course during 2012-2013 fall semester. Results showed effects of question type on learner interest, while answer format has an effect on usefulness of online activities. In conclusion, to increase interest in synchronous virtual classrooms by asking questions, instead of closed-ended questions, open-ended questions which everybody can answer should be preferred.

show abstract

“…Empirical studies that have explored the characteristics of effective teachers (for example, Gipps 1999;Wragg et al 1998) indicate that effective teachers call on a broad range of knowledge and understandings. Good teacher knowledge of subject content has been found to have a positive effect on decision-making related to changing pedagogical strategies for creating better learning opportunities (Harlen and James 1997).…”

Section: Exploring Aspects Of Knowledge For the Classroommentioning

confidence: 99%

The Professional Knowledge Base of Science Teaching

2011

View full text Add to dashboard Cite

No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

show abstract

Questioning in the Primary School

Cited by 49 publications

References 0 publications

An overview of an investigation into the Effects of using TASC Strategies in the Development of Children's Thinking and Problem-solving Skills in Science

An overview of an investigation into the Effects of using TASC Strategies in the Development of Children's Thinking and Problem-solving Skills in Science

Question-Answer Activities in Synchronous Virtual Classrooms in Terms of Interest and Usefulness

The Professional Knowledge Base of Science Teaching

Contact Info

Product

Resources

About