Please use this identifier to cite or link to this item:
Questioning as a learning strategy in primary science
Issue Date: 
Paper presented at the International Science Education Conference, Singapore, 24-26 November 2009
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.
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ISEC-2009-1387_a.pdf491.89 kBAdobe PDFView/Open
Show full item record

Page view(s) 20

checked on Nov 12, 2018

Download(s) 10

checked on Nov 12, 2018