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Questioning styles: observations of differences in practice at key stage 2 and key stage 3

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posted on 11.06.2007, 16:11 by Alison Hardy
This small-scale school-based research funded through the Best Practice Research Scholarship (BPRS) considers the different questioning styles used by teachers at Key Stage 2 (KS2) and Key Stage 3 (KS3). This research topic was selected because of perceived differences in the creativity seen in children’s work at the beginning and end of KS3. A literature search indicated that the use of open-ended questions was a recognised strategy that could be used by teachers to promote creativity in children. The research strategy adopted therefore set out to establish the possible nature of any differences in the classroom questioning strategies adopted by KS2 teachers and KS3 teachers and also to observe any other apparent differences in the teaching and learning approaches. The research evidence established that KS3 teachers do use more closed questions and suggests the need for detailed research concerning the impact this might have on pupils’ project outcomes. A discussion of the possible links between questioning techniques and the creativity of the pupils’ projects is included.

History

School

  • Design

Research Unit

  • D&T Association Conference Series

Publisher

© DATA

Publication date

2004

Notes

This is a conference paper

Language

en