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
| Autor: | Adewale Magaji, Mark Betteney, Gordon Ade-Ojo |
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| Rok vydání: | 2018 |
| Předmět: |
060201 languages & linguistics
Science instruction Multimethodology 05 social sciences LB1603 050301 education 06 humanities and the arts Education Key (music) Learner engagement Constructivism (philosophy of education) 0602 languages and literature Science teaching Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Science learning Psychology 0503 education |
| Zdroj: | International Journal of Science Education. 40:1076-1093 |
| ISSN: | 1464-5289 0950-0693 |
| DOI: | 10.1080/09500693.2018.1473658 |
| Popis: | 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 number 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. |
| Databáze: | OpenAIRE |
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