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Questioning as a learning strategy in primary science
Citation
Ng-Cheong, J. S. K., & Chin, C. (2009). Questioning as a learning strategy in primary science. In M. Kim, S. W. Hwang, & A. L. Tan (Eds), Science education: Shared issues, common future: Proceedings of International Science Education Conference 2009 (pp. 1387-1409). National Institute of Education, Singapore.
Author
Ng-Cheong, Joan S. K.
•
Chin, Christine
Abstract
In 2008, there was a change in the local primary science syllabus. It moved from being theme-based and mainly knowledge-based to that of theme-based and inquiry-based. There are many aspects to inquiry-based learning, one of which is students using questioning as a learning strategy. The purpose of this study was to (a) examine the use of questioning as a learning strategy in primary science, and (b) discuss the relationship between student questioning and learning in science. A Primary Six class of thirty-five students was selected for this study. This class was taught special questioning techniques by the teacher which involved Dr Sandra Kaplan’s Model, a question web and question prompts. The study is centred on the socio-scientific issue of ‘Alternative Energy’. It included a debate which involved eight students with four of them having opposing points of view with regards to the issue of ‘Alternative Energy’. Data were collected from students’ written reflections, written reports, a questionnaire, a debate and pamphlet-making. To a large extent, students found that questioning helped them to probe deeper into the topic on ‘Alternative Energy’. Consequently, students were motivated to find out more and expressed what they had found out about the topic through their pamphlet-making. The pamphlets made by them were exhibited in public in a schools’ carnival at Suntec City.
Date Issued
2009
Description
This paper was published in the Proceedings of International Science Education Conference 2009 held at National Institute of Education, Singapore from 24 - 26 Nov 2009