Effects of questioning strategies on students' inquiry skills during a physics research project

Abstract

In this investigation, teacher and student questioning strategies were implemented within physics research projects with the intention of improving students' inquiry skills. Students involved in the study included 14 twelfth-grade physics students. Treatments within the study included introducing teacher modeled questioning strategies focusing on application, explanation, and recall and asking students to explain their thinking by asking why at the end of yes or no questions. A series of self-questioning models on cognitive processes were also introduced. Finally, students implemented the learned strategies while conducting their individual/partner research projects. Participants' questioning and inquiry skills were assessed with a series of surveys, recorded interviews, teacher field notes, and peer/self-assessments of their inquiry skills while conducting the research projects. The study revealed an increase in both students' questioning and inquiry skills.