Questioning Styles and Students' Learning: Four case studies

Jesus, Helena Pedrosa de; Almeida, Patrı ́cia; Watts, Michael

doi:10.1080/0144341042000228889

Cited by 28 publications

(17 citation statements)

References 16 publications

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“…Jesus, Almeida & Watts (2004) University ( n = 4) Chemistry Using four case studies, the authors compared the quality and quantity of questions asked by the students who were identified as a diverger, converger, assimilator, or accommodator, based on Kolb's (1984Kolb's ( , 1985 Students from the active learning class were able to pose better and higher-level questions after reading chapters from the textbook than those taught in a traditional lecture format.…”

Section: Learning Styles Pedrosa Dementioning

confidence: 99%

“…Pedrosa de Jesus, Almeida, and Watts (2004) studied the relationships between students' questioning and learning styles using four case studies in a university chemistry course. They compared the quality and quantity of questions asked by these students who were identified as either a diverger, converger, assimilator, or accommodator, based on Kolb's experiential learning theory (Kolb, 1984;Kolb, Boyatzis, & Mainemelis, 2001) and his characterisation of learning styles (Kolb, 1985).…”

Section: Learning Stylesmentioning

confidence: 99%

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Students' questions: a potential resource for teaching and learning science

Chin

Osborne

2008

Studies in Science Education

531

327

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Students' questions play an important role in meaningful learning and scientific inquiry. They are a potential resource for both teaching and learning science. Despite the capacity of students' questions for enhancing learning, much of this potential still remains untapped. The purpose of this paper, therefore, is to examine and review the existing research on students' questions and to explore ways of advancing future work into this area. The paper begins by highlighting the importance and role of students' questions from the perspectives of both the learner and the teacher. It then reviews the empirical research on students' questions, with a focus on four areas: (1) the nature and types of these questions; (2) the effects of teaching students questioning skills; (3) the relationship between students' questions and selected variables; and (4) teachers' responses to, and students' perceptions of, students' questions. Following this, some issues and implications of students' questions for classroom instruction are discussed. The paper concludes by suggesting several areas for future research that have significant value for student learning.

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Section: Learning Styles Pedrosa Dementioning

confidence: 99%

Section: Learning Stylesmentioning

confidence: 99%

Students' questions: a potential resource for teaching and learning science

Chin

Osborne

2008

Studies in Science Education

531

327

View full text Add to dashboard Cite

show abstract

“…Bamford (2005) for example explores the question/answer sequence in which, through rhetorical questions, the lecturer does both the asking, and answering, while Fortanet (2004), Tsui (1992) and Thompson (1998) present functional classifications of teacher's questions. Student questions have received only a little attention: Pedrosa-de-Jesus and co-workers have investigated how university teachers react to students' questions (Pedrosa-de-Jesus et al 2012), as well as the type of questions that chemistry undergraduates ask in a range of different higher education science contexts, including lectures (Pedrosa de Jesus*, Almeida, and Watts 2004) With the increased prevalence of flipped classrooms comes increased and varied opportunities for talk between teacher and students. Thus there is a need for a detailed analysis of these interactions, which may clarify their purpose and nature and the ways in which they could support learning in larger classes.…”

Section: Introductionmentioning

confidence: 99%

Teacher-student discourse in active learning lectures: case studies from undergraduate physics

Wood

Galloway

Sinclair

et al. 2018

Teaching in Higher Education

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In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class resources, freeing up class time for more active engagement with the material. This results in increased opportunities for teacher-student interactions which may be beneficial for learning. Our aim here is to explore the nature and purposes of these dialogues. Two case studies from introductory physics classes at the University of Edinburgh are analysed through a sociocultural perspective. Three main purposes of dialogues are observed: 1) Involving students in sense-making, 2) Guided expert modelling and 3) Wonderment questions. We found that the dialogues predominantly use a triadic Initiation, Response, Feedback (IRF) format and are authoritative in nature, but work together to create an interactive learning environment that can be described as 'ideologically dialogic'

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“…We argue (for example, Pedrosa de Jesus, Neri de Souza, Teixeira-Dias & Watts, 2005;) that question-asking is a key component to a learner's "enculturation" into the patterns of understanding, language and thought, critique and debate that are characteristic of academic disciplines. In our view, this is maximised where university teachers create positive learning experiences, climates for questioning, the pursuing of personal interests and direction, for individual and group research projects, for collaborative learning and the co-construction of knowledge (Pedrosa de Jesus, Almeida & Watts, 2004;Barbosa, Jofili & Watts, 2004).…”

Section: Approaches To Teachingmentioning

confidence: 99%

Contexts for questioning: two zones of teaching and learning in undergraduate science

et al. 2012

Self Cite

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Higher education institutions are currently undertaking a challenging process in moving from teacher-orientated to student-focused approaches. Students' ability to asking questions is fundamental to developing critical reasoning, and to the process of scientific enquiry itself. Our premise is that questioning competences should become a central focus of current reforms in higher education. This study, part of a broader naturalistic research project, aims at (1) describing teachers' reactions to students' questions; (2) exploring how these reactions are perceived by students, and (3) how these two dimensions interrelate to create 'contextual questioning zones'. Specific components of a context, such as 'Settings', 'Social' and 'Individual/Personal', will be highlighted. The discussion of two 'opposite' contexts of enquiry is based on qualitative data gathered through close collaboration with four teachers of undergraduate biology at a Portuguese university. During an entire academic year these teachers were observed during their 'daily activity'. The teachers and a group of seven selected students were also interviewed at the end of the year. Discussion of the interview data, validated by the respondents, is used to illustrate the different kinds of 'questioning zones'. The paper concludes with some reflections and suggestions to promote authentic enquiry-based learning experiences. Contexts for questioning Contexts for questioning: two zones of teaching and learning in undergraduate scienceHigher education institutions are currently undertaking a challenging process in moving from teacher-orientated to student-focused approaches. Students" ability to asking questions is fundamental to developing critical reasoning, and to the process of scientific enquiry itself. Our premise is that questioning competences should become a central focus of current reforms in higher education. This study, part of a broader naturalistic research project, aims at (1) describing teachers" reactions to students" questions; (2) exploring how these reactions are perceived by students, and (3) how these two dimensions interrelate to create "contextual questioning zones". Specific components of a context, such as "Settings", "Social" and "Individual/Personal", will be highlighted. The discussion of two "opposite" contexts of enquiry is based on qualitative data gathered through close collaboration with four teachers of undergraduate biology at a Portuguese university. During an entire academic year these teachers were observed during their "daily activity". The teachers and a group of seven selected students were also interviewed at the end of the year. Discussion of the interview data, validated by the respondents, is used to illustrate the different kinds of "questioning zones". The paper concludes with some reflections and suggestions to promote authentic enquirybased learning experiences.

show abstract

Questioning Styles and Students' Learning: Four case studies

Cited by 28 publications

References 16 publications

Students' questions: a potential resource for teaching and learning science

Students' questions: a potential resource for teaching and learning science

Teacher-student discourse in active learning lectures: case studies from undergraduate physics

Contexts for questioning: two zones of teaching and learning in undergraduate science

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