Managing affect in learners' questions in undergraduate science
Bibliographic Data
| ID | 14690251 |
|---|---|
| Authors | Helena Pedrosa-de-Jesus (University of Aveiro, corresponding author), Mike Watts (0000-0002-8044-5418, Brunel University of London) |
| Year | 2014 |
| Volume | 39 |
| Issue | 1 |
| Pages | 102-116 |
| Publication date | 2014-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2011.646983 |
| OpenAlex | W2109581314 |
| Language | EN |
| Citations received | 1 |
| References cited | 36 |
This article aims to position students' classroom questioning within the literature surrounding affect and its impact on learning. The article consists of two main sections. First, the act of questioning is discussed in order to highlight how affect shapes the process of questioning, and a four-part genesis to question-asking that we call CARE is described: the construction, asking, reception and evaluation of a learner's question. This work is contextualised through studies in science education and through our work with university students in undergraduate chemistry, although conducted in the firm belief that it has more general application. The second section focuses on teaching strategies to encourage and manage learners' questions, based here upon the conviction that university students in this case learn through questioning, and that an inquiry-based environment promotes better learning than a simple ‘transmission’ setting. Seven teaching strategies developed from the authors' work are described, where university teachers ‘scaffold’ learning through supporting learners' questions, and working with these to structure and organise the content and the shape of their teaching. The article concludes with a summary of the main issues, highlighting the impact of the affective dimension of learning through questioning, and a discussion of the implications for future research
Conviction · Higher education · Mathematics education · Pedagogy · Science education · Computer Science · Education and Critical Thinking Development · Engineering · Innovative Teaching and Learning Methods · Innovative Teaching Methods · Psychology
Vygotsky's Educational Theory in Cultural Context
Computer Support for Knowledge-Building Communities
Interpersonal Effects in Computer-Mediated Interaction
Formative assessment in higher education
Emotional Intelligence
Formative assessment and the design of instructional systems
Biology and knowledge
Assessing the impact of learning environments on students' approaches to learning
Question Asking During Tutoring
The cause and affect of asking questions
Intelligence Reframed
Formative assessment and self-regulated learning
Improving students' learning approaches through intervention in an information systems learning environment
Higher Learning and the Critical Stance
The Conscientious Consumer
Situated Learning
Student Passivity
| Citations per year | 0.11 |
|---|---|
| Citation span | 2017 - 2017 (1) |
| Highly cited | No |