Posing good question - why are good questions posed not always good?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10399778" target="_blank" >RIV/00216208:11410/19:10399778 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Posing good question - why are good questions posed not always good?

Popis výsledku v původním jazyce

Good questions as introduced by Sullivan and Lilburn (2010) are one of the tools for creation of an environment supporting discussions among pupils and between pupils and teachers, which are of key importance in constructivist-led teaching. In the paper, authors focus on the process of posing good questions in mathematics and science. The paper presents a research survey among 44 part-time student teachers at Faculty of Education, Charles University and 33 mathematics and science educators. Analysis of questions posed by this research sample shows that if teachers are to master posing good questions, it is not enough to instruct them on how to do it. The process must also be supported by participants&apos; own creation of good questions. The paper categorizes mistakes that were typical for the questions posed.

Název v anglickém jazyce

Posing good question - why are good questions posed not always good?

Popis výsledku anglicky

Good questions as introduced by Sullivan and Lilburn (2010) are one of the tools for creation of an environment supporting discussions among pupils and between pupils and teachers, which are of key importance in constructivist-led teaching. In the paper, authors focus on the process of posing good questions in mathematics and science. The paper presents a research survey among 44 part-time student teachers at Faculty of Education, Charles University and 33 mathematics and science educators. Analysis of questions posed by this research sample shows that if teachers are to master posing good questions, it is not enough to instruct them on how to do it. The process must also be supported by participants&apos; own creation of good questions. The paper categorizes mistakes that were typical for the questions posed.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

PROCEEDINGS OF THE 16TH INTERNATIONAL CONFERENCE EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2019 (ERIE)

ISBN

978-80-213-2878-5

ISSN

2336-744X

e-ISSN

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Počet stran výsledku

8

Strana od-do

105-112

Název nakladatele

Czech University of Life Sciences Prague Faculty of Economics and Management

Místo vydání

Praha

Místo konání akce

Česká zemědělská univerzita

Datum konání akce

6. 6. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000478861500014