Questions of Understanding: Categorising Pupils' Questions in Science.

Mike Watts · Gillian Gould · Steve Alsop

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Science Education and Pedagogy Problem and Project Based Learning Educational Assessment and Pedagogy

Abstract

The use of pupils' questions as the basis for a constructivist approach to teaching is discussed. The extent to which pupils' questions are indicative of understanding and means of encouraging questioning are explored. Pupils' questions are categorised into: consolidation questions, exploratory questions and elaboration questions. Each type is illustrated with examples drawn from a case study of a teacher establishing an approach to 'question-based learning' within her secondary school classroom. Finally, implications for further research in this area are drawn.

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2002The meaning of student inquiry questions: A teacher's beliefs and responses 2003Questions of chemistry 2015Applying Dale's Cone of Experience to increase learning and retention: A study of student learning in a foundational leadership course 2012Can I ask a question? the importance of classroom questioning 2003Learning Biology through Research Papers: A Stimulus for Question-Asking by High-School Students 2018Beyond “asking questions”: Problematizing as a disciplinary activity 2008Asking scientists: A decade of questions analyzed by age, gender, and country 2006Students' questions: building a bridge between Kolb's learning styles and approaches to learning

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