Questioning that promotes learning in science ? ? ? Amelia Kyriakides Oxford University Masters in Learning and Teaching Oxford Education Deanery Research Meet 2017

Why questioning? 30,000 questions per year (Wellington & Ireson, 2012) ‘One of the most difficult skills or arts in teaching.’ (Wellington & Osborne, 2001, p. 31). A skill that could help teachers to better deliver challenging content in new GCSE specifications. Transformative for several key focus areas on the school’s current development plan including ‘oracy’ and leadership.

Literature review Talk in the science classroom Purposes of questioning Categories of questions The IRF pattern of discourse How feedback in the IRF pattern can be aligned with constructivist views of teaching

My methodology Teacher interviews - one-to one, semi structured Student interviews - group, semi structured Lesson observations – with observation schedule Question Response Follow-up O/C S/P Observer notes 1 2

Why do science teachers ask questions? Check understanding of content taught Asses prior knowledge Manage behaviour Promote thinking rather than lecturing Extend and challenge thinking Monitor the affective Students Check you are listening Check your understanding Boost your confidence Opportunity to get feedback to help you improve To make you think rather than just telling you

What types of questions do teachers ask during science lessons? An average of 65 questions asked per lesson Most questions were scientific (78%) Most questions were closed (78%) and low order Observations highlighted that many closed questions were used in Socratic sequences ‘I try to use as many open questions as possible’ ‘What does the xylem carry?’

How might the feedback move promote learning? Affirmation followed by direct instruction What is this tube going to behave as? Xylem It is so the water is going to go up through the tube… explanation continues. Explicit correction followed by further direct instruction Not observed Extension by responsive questioning After a molecule, which is the next smallest? Organelle Can you give me an example of why? Because it is inside the cell Constructive challenge What is next? Is it an organism Ok, what is bigger than an organism? That is not quite right. Organ

Push for not one word answers Teachers are persistent How might the feedback move promote learning? Most feedback is evaluative However students reported that not being told whether they were right or wrong straight away … Most feedback is very positive Pumping used extensively … makes you rethink your answer back and go over the process again. It makes you rethink the question from different perspectives.’ Push for not one word answers Teachers are persistent

Ask a better question, get a better answer. Key implications Increase awareness of the types of questions being asked. Plan for and incorporate more higher order, open questions. Responsive and neutral feedback to challenge and extend. Give students the opportunity to extend their answers and thus their thinking. Ask a better question, get a better answer.