Questioning student questioning: helping primary students begin to take more responsibility within the inquiry cycle (independent, small group and whole class inquiry activities)

Abstract

This study used action research as a method to reflect on the impact of student questioning on inquiry learning, including student engagement and motivation. Conveyed through the lenses of the teacher, the parent, and most importantly, the student, the purpose of this project was to see how questioning could be used to foster a culture of awareness through reflection and improvement to our teaching and learning in an environment that openly embraces an inquiry stance as best practice. In the interest of empowering students to assume increasing ownership of their learning, the research question explored the impact of teaching a specific framework for question formulation. The results and outcomes of this initiative clearly demonstrate how the development of these questioning skills and behaviours empower the learners to conceptualize and express their thinking without having to depend primarily on teacher questioning to provoke or promote their natural curiosities. With this end in mind, the research questions asks, “If we consistently engage learners in the QFT™ process, in what ways will their questioning behaviours strengthen and/or change?”