Promoting problem-solving and reasoning during cooperative inquiry science

Gillies, Robyn M., Nichols, Kim and Burgh, Gilbert (2011) Promoting problem-solving and reasoning during cooperative inquiry science. Teaching Education, 22 4: 429-445. doi:10.1080/10476210.2011.610448

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Author Gillies, Robyn M.
Nichols, Kim
Burgh, Gilbert
Title Promoting problem-solving and reasoning during cooperative inquiry science
Journal name Teaching Education   Check publisher's open access policy
ISSN 1047-6210
1470-1286
Publication date 2011-12-01
Sub-type Article (original research)
DOI 10.1080/10476210.2011.610448
Volume 22
Issue 4
Start page 429
End page 445
Total pages 17
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract This paper reports on a study that was conducted on the effects of training students in specific strategic and meta-cognitive questioning strategies on the development of reasoning, problem-solving, and learning during cooperative inquiry-based science activities. The study was conducted in 18 sixth grade classrooms and involved 35 groups of students in three conditions: the cognitive questioning condition; the Philosophy for Children condition; and the comparison condition. The students were videotaped as they worked on a specific inquiry-science task once each term for two consecutive school terms. The results show that the students in all conditions demonstrated more helping discourses or discourses known to mediate learning than any other of the discourse categories. This outcome is encouraging because it is the helping discourses where students provide explanations, elaborations, and reasons that promote follow-up learning.
Keyword Teacher thinking
Knowledge
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
School of Historical and Philosophical Inquiry
School of Education Publications
 
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Created: Thu, 13 Oct 2011, 22:56:11 EST by Claire Backhouse on behalf of School of Education