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First-year law students’ and teacher’s questioning in class

dc.contributor.authorRibeiro, Luísa
dc.contributor.authorRosário, Pedro
dc.contributor.authorMoreira, Inês
dc.contributor.authorCunha, Rosário Serrão
dc.date.accessioned2019-04-12T11:32:16Z
dc.date.available2019-04-12T11:32:16Z
dc.date.issued2019
dc.description.abstractClassroom questioning can be considered a key factor in the promotion of student engagement. This case study explored classroom questioning practices and perceptions of a group of 47 first-year law students and their teacher. Eight lessons of 90 min were observed and audio-recorded and afterward the students and the teacher answered a questionnaire. The teacher was also interviewed. Researchers examined the number and type of questions asked by the teacher and by the students in the classroom and analyzed the students' and the teacher's perceptions about the importance of classroom questioning. Results indicated that the teacher and most students consider questioning important or very important for student learning. The number of questions posed by students as opposed to by their teacher was not balanced, as the teacher was responsible for 93% of the questions. The analysis of the type of questions posed by the teacher and by the students showed a predominance of low-order questions. Therefore, classroom questioning in this case study did not seem to promote students' autonomous thinking. The current study suggests the importance of examining the teacher and students' patterns of questioning together, analyzing its similarities and discrepancies.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationRibeiro, L., Rosário, P., Moreira, I., & Cunha, R. S. (2019). First-Year Law Students’ and Teacher’s Questioning in Class. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00611pt_PT
dc.identifier.doi10.3389/fpsyg.2019.00611pt_PT
dc.identifier.eid85065206002
dc.identifier.issn1664-1078
dc.identifier.pmcPMC6437065
dc.identifier.pmid30949107
dc.identifier.urihttp://hdl.handle.net/10400.14/27387
dc.identifier.wos000461801400001
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherFrontiers Mediapt_PT
dc.relationUID/CED/04872/2016
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectFirst-year studentspt_PT
dc.subjectTeacher questioningpt_PT
dc.subjectStudent questioningpt_PT
dc.subjectQuestioning practicespt_PT
dc.subjectQuestioning perceptionspt_PT
dc.titleFirst-year law students’ and teacher’s questioning in classpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/SFRH/SFRH%2FBD%2F38675%2F2007/PT
oaire.citation.titleFrontiers in Psychologypt_PT
oaire.citation.volume10
oaire.fundingStreamSFRH
person.familyNameRibeiro
person.familyNameRosário
person.familyNameSerrão Cunha
person.givenNameLuísa
person.givenNamePedro
person.givenNameRosário
person.identifier622242
person.identifier262185
person.identifier674242
person.identifier.ciencia-idE210-C9EB-ADDF
person.identifier.ciencia-id5B1C-4E84-0514
person.identifier.ciencia-idD516-7A34-3903
person.identifier.orcid0000-0001-9056-7737
person.identifier.orcid0000-0002-3221-1916
person.identifier.orcid0000-0003-2570-9422
person.identifier.ridD-9591-2015
person.identifier.ridA-1775-2011
person.identifier.scopus-author-id35605044400
person.identifier.scopus-author-id15052279200
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication308a4994-cb0f-4ee7-a3a6-40b741ab0227
relation.isAuthorOfPublication201a0ffe-feec-4401-ad58-030172d35777
relation.isAuthorOfPublication7f109b0f-c414-4810-bf97-00ab473301fd
relation.isAuthorOfPublication.latestForDiscovery201a0ffe-feec-4401-ad58-030172d35777
relation.isProjectOfPublication6c1c0da6-9d5c-40c4-ae11-e2b39b268304
relation.isProjectOfPublication.latestForDiscovery6c1c0da6-9d5c-40c4-ae11-e2b39b268304

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