Document Type
Article
Department
Institute for Educational Development, Karachi
Abstract
Asking questions is central to intellectual effort; it is instrumental in bridging the gap between the known and the unknown. Questioning existed even before the time of Greek philosopher Socrates and still prevails in classrooms. Questioning is a major teaching and learning strategy for teachers in Pakistan. Unfortunately, teachers’ questioning overrules students’ questioning, leaving neither space nor time to create an interactive environment that promotes curiosity and meaningful learning. Using an innovative approach, we attempted to implement students’ questioning in an upper primary science classroom. The encouraging findings of our study and their implications are discussed in this article.
Publication (Name of Journal)
Alberta Science Education Journal
Recommended Citation
Pardhan, H.,
Bhutta, S. M.
(2001). Promoting curiosity through students’ questioning. Alberta Science Education Journal, 34(1), 234-238.
Available at:
https://ecommons.aku.edu/pakistan_ied_pdck/47
Included in
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Junior High, Intermediate, Middle School Education and Teaching Commons