Cypriot Journal of Educational Sciences

Yazarlar: Mariana Martinho, Patrícia Albergaria Almeida, José Teixeira Dias

Konular:-

Anahtar Kelimeler:Questioning,Gender,Higher education,Chemistry,Learning environments

Özet: Considering the relevance of student questioning in the teaching, learning and assessment processes, this research proposal was developed, to investigate and characterize feminine and masculine students’ questioning profiles, in higher education, in different situations, such as traditional classes and online interactions. It is our intention to conceive and implement strategies to promote student questioning, according to the specificity of each gender, in order to contribute to the optimization of the teaching, learning and assessment processes, in higher education. The project is being developed within first year chemistry classes, at the University of Aveiro (Portugal), following a mixed (qualitative and quantitative) methodology. Data is being collected through observation, interviews, focus groups, one inventory and by means of an online forum. Preliminary findings suggest that a small number of oral and written questions are formulated by students of both genders, though males pose more questions in class than girls; by the end of the semester students pose more questions online than during the beginning or middle of the semester, but those questions are mainly referring to the evaluation procedures rather than Chemistry content; more questions are asked in-class than through the online tool (Moodle) provided for the course, students ask more questions in chemistry practical laboratory classes than in lectures.  

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