The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science文档.pdf

International Journal of Educational Research 53 (2012) 93–106 Contents lists available at SciVerse ScienceDirect International Journal of Educational Research jo u r nal h o mep age: w ww.els evier.c o m/lo c ate/ijed ur es The effects of two strategic and meta-cognitive questioning approaches on children’s explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science§ Robyn M. Gillies *, Kim Nichols, Gilbert Burgh, Michele Haynes The University of Queensland, Brisbane 4072, Australia A R T I C L E I N F O A B S T R A C T Article history: Teaching students to ask and answer questions is critically important if they are to engage Received 27 April 2010 in reasoned argumentation, problem-solving, and learning. This study involved 35 groups Received in revised form 13 April 2011 of grade 6 children from 18 classrooms in three conditions (cognitive questioning Accepted 5 February 2012 condition, community of inquiry condition, and the comparison condition) who were Available online 8 March 2012 videotaped as they worked on specific inquiry-based science tasks. The study also involved the teachers in these classrooms who were audio-taped as they interacted with the Keywords: children during these tasks. The results show that while there were no significant Questioning strategies differences in the children’s explanatory behaviour across the two time periods, there were Explanatory behaviour