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- W3211700944 abstract "Questioning has been considered as central in helping students in fostering curiosity and capacity in learning and inquiry. For primary teachers, it remains a challenge to design a science curriculum to both embody classroom inquiry and encourage student questioning. This chapter aims to examine how a learning framework supporting student-generated questioning with technology has been developed through a teacher–researcher co-design process. As a whole, the use of technical platforms has assisted teachers to surface and address students’ doubts, which can help students, further their understanding by leading students in the construction of questions. The teacher–researcher co-design practices have also transited into teacher professional learning opportunities as they manage how to effectively access and use inquiry-based pedagogical understandings in their daily practice." @default.
- W3211700944 created "2021-11-22" @default.
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- W3211700944 date "2021-01-01" @default.
- W3211700944 modified "2023-10-14" @default.
- W3211700944 title "Teacher–Researcher Co-designing of a Technology-Enhanced Classroom Inquiry Framework in Promoting Student-Generated Questioning: A Case Study" @default.
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- W3211700944 doi "https://doi.org/10.1007/978-981-16-4469-6_10" @default.
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