The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science

Gillies, Robyn M., Nichols, Kim, Burgh, Gilbert and Haynes, Michele (2012) The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science. International Journal of Educational Research, 53 93-106. doi:10.1016/j.ijer.2012.02.003

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads

Author Gillies, Robyn M.
Nichols, Kim
Burgh, Gilbert
Haynes, Michele
Title The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science
Journal name International Journal of Educational Research   Check publisher's open access policy
ISSN 0883-0355
1873-538X
Publication date 2012
Sub-type Article (original research)
DOI 10.1016/j.ijer.2012.02.003
Open Access Status
Volume 53
Start page 93
End page 106
Total pages 14
Place of publication Kidlington, Oxford, United Kingdom
Publisher Pergamon
Collection year 2013
Language eng
Abstract Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were videotaped as they worked on specific inquiry-based science tasks. The study also involved the teachers in these classrooms who were audio-taped as they interacted with the children during these tasks. The results show that while there were no significant differences in the children's explanatory behaviour across the two time periods, there were significant differences in the total verbal interactions between the children in the cognitive questioning condition and their peers in the community of inquiry and comparison conditions. Furthermore, the children in the cognitive questioning condition obtained higher reasoning and problem-solving scores than peers in the other conditions. Interestingly, while there were no significant differences between the teachers’ basic and extended mediating behaviours in the three conditions at Times 1 and 2, there was a significant difference in extended mediation behaviours with the teachers demonstrating nearly three times more extended mediation to promote students’ learning at Time 2 than they did at Time 1. Teacher intervention in providing guidance in how to interact during cooperative, inquiry-based science appears to be critical to helping students engage in higher-level thinking and learning.
Keyword Questioning strategies
Explanatory behaviour
Higher-level thinking
Inquiry science
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Available online 8 March 2012

 
Versions
Version Filter Type
Citation counts: Scopus Citation Count Cited 13 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Wed, 14 Mar 2012, 08:55:31 EST by Claire Backhouse on behalf of School of Education