Problem based learning environmental scenarios: An analysis of science students and teachers questioning [Aprendizaje basado en problemas en escenarios ambientales: Un análisis de interrogación de estudiantes de ciencias y profesores]

• Type: Article in International Scientific Journal
• Date: 2013

Authors

Torres, J (Author) Other; Preto, C (Author) Other; Vasconcelos, C (Author) FCUP

Journal

Title: Journal of Science Education

Vol. 14

Pages: 71-74

ISSN: 0124-5481

Publisher: Foundation Journal of Science Education

Indexing

ISI Web of Knowledge

Scopus - 5 Citations

Other information

Authenticus ID: P-008-D7S

Abstract (EN): In a society driven by science and technology, education should facilitate the development of competences and critical thinking, preparing students to solve problems. Accordingly, problems can act as a stimulus for students learning and questioning, especially high order questioning, is a useful tool for the learning process. The purpose of this study was to: (i) quantify and classify the questions raised by students that arise from different scenarios (problems); (ii) analyze the motivation of students; (iii) quantify and classify the issues presented by their teacher as possible questions to be asked; and (iv) compare the number and type of questions raised by students with those suggested by their teachers. The study concludes that all scenarios lead to the raising of almost all types of questions, with a majority of encyclopaedic ones. Most students considered this approach motivating although some difficulties were pointed out.

Language: English

Type (Professor's evaluation): Scientific