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- W2017029690 abstract "Science teachers ask questions to assess students' cognitive abilities and to promote student motivation in learning. Cognitive questions are usually divided into low-order and high-order types. According to the conceptual change model of learning, teachers can also use questions to facilitate the construction of knowledge by students. These ‘conceptual-change’ questions may be used to: probe students' conceptions; challenge students to resolve inconsistent views; guide students to establish relationships between existing knowledge and a new concept; and help students apply a newly acquired concept to different situations. The present study explores the impact of an initial teacher education programme with a strong focus on a conceptual change model of science instruction. Based on classroom observations, the types of questions asked by a group of teachers enrolled in this programme are reviewed, with special attention to the questions that aim at inducing conceptual change in students. Examples of low-order, high-order and conceptual-change questions are quoted to illustrate the variety of questions asked by the subjects." @default.
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- W2017029690 date "2004-03-01" @default.
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- W2017029690 title "Questioning skills for conceptual change in science instruction" @default.
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- W2017029690 doi "https://doi.org/10.1080/00219266.2004.9655905" @default.
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