Questioning is seen as an essential teaching skill in primary science, but research reveals that many teachers ask too many questions, and particularly, closed questions, which impact negatively on children’s intellectual engagement with scientific ideas. This article reports on research undertaken with final year undergraduate student teachers, in which they adopted elements of action research methodology to examine their use of questions to promote children’s observation and curiosity in primary science. Student teachers were astonished to discover how over-reliant they were on questions as their default strategy for engaging children in science-related dialogue and identified specific ways in which their practice of questioning could be improved.
|Journal||Science Teacher Education ASE|
|Publication status||Published - Sep 2020|