Contexts for Questioning: Two Zones of Teaching and Learning in Undergraduate Science

Autor/inn/en	Pedrosa-de-Jesus, Helena; da Silva Lopes, Betina; Moreira, Aurora; Watts, Mike
Titel	Contexts for Questioning: Two Zones of Teaching and Learning in Undergraduate Science
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 64 (2012) 4, S.557-571 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-012-9512-9
Schlagwörter	Higher Education; Science Education; Student Centered Curriculum; Critical Thinking; Thinking Skills; Educational Change; Guidelines; Undergraduate Study; Teaching Methods; Learning Processes; Qualitative Research; Foreign Countries; Biology; Teacher Collaboration; Science Teachers; Observation; Interviews; Teacher Attitudes; College Faculty; Learning Experience; Portugal + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Naturwissenschaftliche Bildung; Kritisches Denken; Denkfähigkeit; Bildungsreform; Richtlinien; Grundstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Qualitative Forschung; Ausland; Biologie; Lehrerkooperation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Beobachtung; Interviewing; Interviewtechnik; Lehrerverhalten; Fakultät; Lernerfahrung
Abstract	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 developing a theoretical framework for conceptualizing different contexts for questioning, illustrating the application of the proposed framework (contextual questioning zones) and reflecting about some of the dimensions of teaching and learning, for overcoming some of the challenges that higher education institutions are facing presently. 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. These teachers were observed during their "daily activity" during an academic year. Data was also gathered by interviewing these teachers and 8 selected students, at the end of the year, and used to sustain the argumentation. The paper concludes with some reflections and suggestions to promote authentic enquiry-based learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10