Role of Discrepant Questioning Leading to Model Element Modification |
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| Authors: | Mary Anne Rea-Ramirez Maria Cecilia Nunez-Oviedo John Clement |
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| Institution: | (1) Department of Nursing, College of Health Professions, Western Governors University, 4001 South 700 East Suite 700, Salt Lake City, UT 84107, USA;(2) Of 317, Facultad de Educación, Universidad de Concepción, Edmundo Larenas 335, Concepción, Chile;(3) Scientific Reasoning Research Institute, University of Massachusetts, Amherst, Lederle Research Tower, North Pleasant Rd, Amherst, MA 01003, USA |
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| Abstract: | Discrepant questioning is a teaching technique that can help students “unlearn” misconceptions and process science ideas for
deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them
to examine their ideas or models, without giving information prematurely to the student or passing judgment on the student’s
model. This strategy prompts students to see the contradictions in their own model. This study focused on the analysis of
small group tutoring sessions on human respiration. Individual and small group construction of mental models was analyzed
after instructed with a standardized teaching sequence based on model construction and criticism theory (Rea-Ramirez in Model
of conceptual understanding in human respiration and strategies for instruction, Dissertation Abstracts International, 59 (10), 5196B, 1998). Analysis provided deeper understanding of the role discrepant questioning played in this construction of understanding
and suggested new models of learning. |
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| Keywords: | Discrepant questioning Dissonance Dissatisfaction Science learning Model based learning Teacher education Preservice Inservice Middle school Secondary Conceptual change Questioning |
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