Comparative effectiveness of two strategic and meta-cognitive questioning approaches on children s explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based learning (2008–2009)

Abstract:
The project aims to investigate the effects of training students in specific strategic and meta-cognitive questioning strategies on the development of reasoning, problem-solving, and learning. The project will provide key information on the role these strategies play in the development of reasoned argumentation, critically important for evaluating ideas, generating hypotheses, and constructing theoretical explanations and knowledge during inquiry learning. It will lead to specific practical recommendations to schools about how strategic and meta-cognitive questioning strategies can be taught to students to promote explanatory discourse and enhance their cognitive and meta-cognitive thinking and learning.
Grant type:
ARC Discovery Projects
Researchers:
  • Professor
    School of Education
    Faculty of Humanities, Arts and Social Sciences
  • Honorary Associate Professor
    School of Historical and Philosophical Inquiry
    Faculty of Humanities, Arts and Social Sciences
    Honorary Associate Professor
    School of Historical and Philosophical Inquiry
    Faculty of Humanities, Arts and Social Sciences
Funded by:
Australian Research Council