Managing Affect in Learners' Questions in Undergraduate Science

Autor/inn/en	Pedrosa-de-Jesus, Helena; Watts, Mike
Titel	Managing Affect in Learners' Questions in Undergraduate Science
Quelle	In: Studies in Higher Education, 39 (2014) 1, S.102-116 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.646983
Schlagwörter	Questioning Techniques; College Students; Science Instruction; College Science; Chemistry; Teaching Methods; Inquiry; Cooperative Learning; Interaction; Critical Thinking; Individualized Instruction; Feedback (Response); Constructivism (Learning); Reflection; Personal Autonomy; Student Participation; Interpersonal Relationship; Emotional Response; Metacognition + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Collegestudent; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Interaktion; Kritisches Denken; Individualisierender Unterricht; Individuelle Autonomie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Emotionales Verhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10