Comparative effectiveness of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based learning [ 2008-01-01 - 2011-06-30 ]

Research Grant

Researchers: Dr Gilbert Burgh (Chief Investigator) ,  Dr Kim Nichols (Chief Investigator) ,  Dr Philip Cam (Chief Investigator) ,  Professor Robyn Gillies (Chief Investigator) ,  Professor Robyn Gillies (Chief Investigator)

Brief description Comparative effectiveness of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based learning. Teaching children to ask and answer questions is critically important if they are to engage effectively in reasoned argumentation, a cornerstone of inquiry-based learning. Unfortunately, in many schools, students are not consistently taught to pose and answer questions that challenge others' perspectives, understandings, and learning, nor are they taught to simultaneously monitor, regulate, and evaluate their own thinking and learning. This project builds on the benefits widely attributed to promoting higher-level thinking by helping teachers to enhance students' use of strategic and metacognitive questioning and the development of explanatory discourse during inquiry-based learning.\r\n\r\n

Funding Amount $160,000

Funding Scheme Discovery Projects

View this grant in the ARC Data Portal