First-year law students’ and teacher’s questioning in class

Detalhes bibliográficos
Autor(a) principal: Ribeiro, Luísa
Data de Publicação: 2019
Outros Autores: Rosário, Pedro, Moreira, Inês, Cunha, Rosário Serrão
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.14/27387
Resumo: Classroom questioning can be considered a key factor in the promotion of student engagement. This case study explored classroom questioning practices and perceptions of a group of 47 first-year law students and their teacher. Eight lessons of 90 min were observed and audio-recorded and afterward the students and the teacher answered a questionnaire. The teacher was also interviewed. Researchers examined the number and type of questions asked by the teacher and by the students in the classroom and analyzed the students' and the teacher's perceptions about the importance of classroom questioning. Results indicated that the teacher and most students consider questioning important or very important for student learning. The number of questions posed by students as opposed to by their teacher was not balanced, as the teacher was responsible for 93% of the questions. The analysis of the type of questions posed by the teacher and by the students showed a predominance of low-order questions. Therefore, classroom questioning in this case study did not seem to promote students' autonomous thinking. The current study suggests the importance of examining the teacher and students' patterns of questioning together, analyzing its similarities and discrepancies.
id RCAP_c307ec17d668a289dce2daa3e3bc9073
oai_identifier_str oai:repositorio.ucp.pt:10400.14/27387
network_acronym_str RCAP
network_name_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository_id_str 7160
spelling First-year law students’ and teacher’s questioning in classFirst-year studentsTeacher questioningStudent questioningQuestioning practicesQuestioning perceptionsClassroom questioning can be considered a key factor in the promotion of student engagement. This case study explored classroom questioning practices and perceptions of a group of 47 first-year law students and their teacher. Eight lessons of 90 min were observed and audio-recorded and afterward the students and the teacher answered a questionnaire. The teacher was also interviewed. Researchers examined the number and type of questions asked by the teacher and by the students in the classroom and analyzed the students' and the teacher's perceptions about the importance of classroom questioning. Results indicated that the teacher and most students consider questioning important or very important for student learning. The number of questions posed by students as opposed to by their teacher was not balanced, as the teacher was responsible for 93% of the questions. The analysis of the type of questions posed by the teacher and by the students showed a predominance of low-order questions. Therefore, classroom questioning in this case study did not seem to promote students' autonomous thinking. The current study suggests the importance of examining the teacher and students' patterns of questioning together, analyzing its similarities and discrepancies.Frontiers MediaVeritati - Repositório Institucional da Universidade Católica PortuguesaRibeiro, LuísaRosário, PedroMoreira, InêsCunha, Rosário Serrão2019-04-12T11:32:16Z20192019-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.14/27387engRibeiro, L., Rosário, P., Moreira, I., & Cunha, R. S. (2019). First-Year Law Students’ and Teacher’s Questioning in Class. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.006111664-107810.3389/fpsyg.2019.0061185065206002PMC643706530949107000461801400001info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-14T01:36:05Zoai:repositorio.ucp.pt:10400.14/27387Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:21:55.512024Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv First-year law students’ and teacher’s questioning in class
title First-year law students’ and teacher’s questioning in class
spellingShingle First-year law students’ and teacher’s questioning in class
Ribeiro, Luísa
First-year students
Teacher questioning
Student questioning
Questioning practices
Questioning perceptions
title_short First-year law students’ and teacher’s questioning in class
title_full First-year law students’ and teacher’s questioning in class
title_fullStr First-year law students’ and teacher’s questioning in class
title_full_unstemmed First-year law students’ and teacher’s questioning in class
title_sort First-year law students’ and teacher’s questioning in class
author Ribeiro, Luísa
author_facet Ribeiro, Luísa
Rosário, Pedro
Moreira, Inês
Cunha, Rosário Serrão
author_role author
author2 Rosário, Pedro
Moreira, Inês
Cunha, Rosário Serrão
author2_role author
author
author
dc.contributor.none.fl_str_mv Veritati - Repositório Institucional da Universidade Católica Portuguesa
dc.contributor.author.fl_str_mv Ribeiro, Luísa
Rosário, Pedro
Moreira, Inês
Cunha, Rosário Serrão
dc.subject.por.fl_str_mv First-year students
Teacher questioning
Student questioning
Questioning practices
Questioning perceptions
topic First-year students
Teacher questioning
Student questioning
Questioning practices
Questioning perceptions
description Classroom questioning can be considered a key factor in the promotion of student engagement. This case study explored classroom questioning practices and perceptions of a group of 47 first-year law students and their teacher. Eight lessons of 90 min were observed and audio-recorded and afterward the students and the teacher answered a questionnaire. The teacher was also interviewed. Researchers examined the number and type of questions asked by the teacher and by the students in the classroom and analyzed the students' and the teacher's perceptions about the importance of classroom questioning. Results indicated that the teacher and most students consider questioning important or very important for student learning. The number of questions posed by students as opposed to by their teacher was not balanced, as the teacher was responsible for 93% of the questions. The analysis of the type of questions posed by the teacher and by the students showed a predominance of low-order questions. Therefore, classroom questioning in this case study did not seem to promote students' autonomous thinking. The current study suggests the importance of examining the teacher and students' patterns of questioning together, analyzing its similarities and discrepancies.
publishDate 2019
dc.date.none.fl_str_mv 2019-04-12T11:32:16Z
2019
2019-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.14/27387
url http://hdl.handle.net/10400.14/27387
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Ribeiro, L., Rosário, P., Moreira, I., & Cunha, R. S. (2019). First-Year Law Students’ and Teacher’s Questioning in Class. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00611
1664-1078
10.3389/fpsyg.2019.00611
85065206002
PMC6437065
30949107
000461801400001
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
_version_ 1799131922428854272