Questioning that promotes learning in science
Amelia Kyriakides, Didcot Girls’ School
This investigation, undertaken in Part 2 of the MSc in Learning and Teaching, uses lesson observations and interviews with teachers and students to examine the process of questioning and feedback in the science classroom. Amelia reports on teacher and student perceptions about why teachers ask questions in class, and examines the types of questioning behaviours seen in the lesson observations. Her findings indicate the need for better questioning practices.