The role of questioning: teacher and student interventions in knowledge building
Abstract
The paper presents results of a research carried out with high school students, aged 15 and 16, from a private school, in which it was investigated how interventions by teacher and student contribute to the learning process. The chosen guidelines for this research were a constructivist epistemology and the enquiry-based teaching, and for social practice reference, the scientific activity. The role of questioning in student knowledge building is discussed in a context of experimental activities on body equilibrium that culminated with the construction and use of an analytical scale. Questioning appears as a student learning facilitator for it enables the expression of students previous knowledge and the development of observation, investigation and explanation skills, as well as for stimulating the organization of a greater number of connections between the real and the abstract domains, and contributing for student progress into higher conceptual complexity levels.Downloads
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