First-year law students’ and teacher’s questioning in class
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , |
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. |
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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 |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799131922428854272 |