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'''TE0046 - Questioning techniques in Primary Science''' | |||
== Different types of questions == | |||
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==Questioning Techniques== | |||
'''Questioning a group:''' | '''Questioning a group:''' | ||
* Question – pause – name . | |||
* Question – pause – name. | |||
* Don’t allow calling out. | * Don’t allow calling out. | ||
* Random distribution of questions. | * Random distribution of questions. | ||
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'''Dealing with questions:''' | '''Dealing with questions:''' | ||
* Accept at any time. | * Accept at any time. | ||
* Treat as of equal importance. | * Treat as of equal importance. | ||
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'''Questions to avoid:''' | '''Questions to avoid:''' | ||
* Leading: compare ‘isn’t such and such the best way to do it?’ to ‘is that the best way or can you suggest any other?’ | * Leading: compare ‘isn’t such and such the best way to do it?’ to ‘is that the best way or can you suggest any other?’ | ||
* Built-in answers: ‘5 per cent of 23 is 1.15, isn’t it?’ | * Built-in answers: ‘5 per cent of 23 is 1.15, isn’t it?’ | ||
* Multiple: ‘So what’s the next stage… | * Multiple: ‘So what’s the next stage… What would you do next, what apparatus would you use?’ | ||
* Read my mind: do you want their ideas or for them to guess yours? | * Read my mind: do you want their ideas or for them to guess yours? | ||
* Complex: match language, etc. to pupil’s level. Plan how, why and when to expand vocabulary. | * Complex: match language, etc. to pupil’s level. Plan how, why and when to expand vocabulary. | ||
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'''Handling answers:''' | '''Handling answers:''' | ||
* Take one at a time. | * Take one at a time. | ||
* Welcome all the answers (within reason). | * Welcome all the answers (within reason). | ||
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* Resolving contradictions can be good learning experiences. Build on answers. | * Resolving contradictions can be good learning experiences. Build on answers. | ||
'''Some common errors in questioning''' | |||
* Asking too many questions at once | * Asking too many questions at once. | ||
* Asking a question and answering it yourself | * Asking a question and answering it yourself. | ||
* Asking questions only to the brightest or most likeable | * Asking questions only to the brightest or most likeable. | ||
* Asking a difficult question too early | * Asking a difficult question too early. | ||
* Asking irrelevant questions | * Asking irrelevant questions. | ||
* Always asking the same types of questions | * Always asking the same types of questions. | ||
* Not using probing questions | * Not using probing questions. | ||
* Not giving pupils time to think | * Not giving pupils time to think. | ||
* Not correcting wrong answers | * Not correcting wrong answers. | ||
* Ignoring answers | * Ignoring answers. | ||
* Failing to see implications of answers | * Failing to see implications of answers. | ||
* Failing to build on answers | * Failing to build on answers. | ||
'''Questions to ask children as they are working''' | |||
In the initial stage of an investigation you might ask: | In the initial stage of an investigation you might ask: | ||
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* How often will you take measurements? | * How often will you take measurements? | ||
== Productive Questions in Science == | |||
<br /> | |||
'''Observation questions''' | '''Observation questions'''<br /> | ||
For example: Have you seen that…? What do you notice? | For example: Have you seen that…? What do you notice? | ||
Children often respond with what and why questions: What is it? Why does it do it? | Children often respond with what and why questions: What is it? Why does it do it? | ||
'''Understanding questions''' | '''Understanding questions'''<br /> | ||
For example: How does this…make this… happen? | For example: How does this…make this… happen? | ||
Children are invited to explain what is happening. The teacher will need to listen carefully to the explanation and encourage/guide the investigation. | Children are invited to explain what is happening. The teacher will need to listen carefully to the explanation and encourage/guide the investigation. | ||
'''Measuring and counting questions''' | '''Measuring and counting questions'''<br /> | ||
For example: How many? How long? How often? | For example: How many? How long? How often? | ||
Children should be encouraged to take careful measurements. | Children should be encouraged to take careful measurements. | ||
'''Comparison questions''' | '''Comparison questions'''<br /> | ||
For example: Is it longer than…? Is it stronger than…? Is it heavier than…? | For example: Is it longer than…? Is it stronger than…? Is it heavier than…? | ||
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In how many ways are… the same? In how many ways are they different? | In how many ways are… the same? In how many ways are they different? | ||
'''Action questions''' | '''Action questions'''<br /> | ||
For example: What happens when…? | For example: What happens when…? | ||
Children should be encouraged to predict the outcome. | Children should be encouraged to predict the outcome. | ||
'''Review questions''' | '''Review questions'''<br /> | ||
These ask children to stop and re-think, to review ideas and justify actions. | These ask children to stop and re-think, to review ideas and justify actions. | ||
