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/inn/en	Magaji, A.; Ade-Ojo, G.; Betteney, M.
Titel	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
Quelle	In: International Journal of Science Education, 40 (2018) 9, S.1076-1093 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Magaji, A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1473658
Schlagwörter	Foreign Countries; Science Instruction; Questioning Techniques; Feedback (Response); Mixed Methods Research; Learner Engagement; Secondary School Science; Secondary School Students; Experimental Groups; Control Groups; Student Centered Learning; Constructivism (Learning); Science Achievement; Instructional Effectiveness; Quasiexperimental Design; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Befragungstechnik; Fragetechnik; Sekundarschüler; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtserfolg; Großbritannien
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01