An investigation of the effects of discussion-based questioning activities on year 7 science students’ self-perception and engagement
Rachelle Falloon
PGCE Secondary Biology, 2015-2016
email: rachelle.falloon@cantab.net
Abstract
This action research intervention investigates the impact of using discussion based around key questions on the conceptualisation of new ideas on chemical reactions in Year 7. The wider impact on student engagement and self-perception is also considered.This study found that questions acted as a good method of scaffolding and supporting
productive and genuine scientific discussion between students as well as the ‘minds-on’ element to practical work. Questioning and discussion-based activities can be successfully used to scaffold learning of chemical reactions. However, this study also recognises that other methods of teaching and learning should be implemented in the
classroom to fully support the conceptualisation of new scientific ideas. Discussion based questioning could improve students’ perceptions of themselves as learners, particularly males who already have low academic self-perception. Students showed an improvement in their perceived general ability, verbal ability and fluency and access to use of vocabulary in problem solving.
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The full paper is available for download as a pdf file : [pdf] 329-378-falloonr
Citation: Falloon,R. (2017) An investigation of the effects of discussion-based questioning activities on year 7 science students’ self-perception and engagement.' Journal of Trainee Teacher Educational Research, Volume 8 pp 329-378 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])