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Towards a Pedagogy of Science Teaching: An Exploration of the Impact of Students-Led Questioning and Feedback on the Attainment of Key Stage 3 Science Students in a UK School

Peer reviewed

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Magaji, A.; Ade-Ojo, G.; Betteney, M. – International Journal of Science Education, 2018

This mixed method study investigated the extent to which the use of a model built around student-led questioning and feedback improved the learner engagement and attainment of a cohort of students. It compared outcomes from an experimental with a control group of students in Key-Stage 3 using a set of parameters. It found that the experimental…

Descriptors: Foreign Countries, Science Instruction, Questioning Techniques, Feedback (Response)