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 Magaji, G Ade-Ojo, M Betteney - International Journal of Science …, 2018 - Taylor & Francis
A Magaji, G Ade-Ojo, M Betteney
International Journal of Science Education, 2018•Taylor & FrancisThis 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 set 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 …
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 set 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 …
Abstract
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 set 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.
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