Abstract

TORRES, Joana; ALMEIDA, António  and  VASCONCELOS, Clara. Questioning in textbooks: a study in the scope of Natural Sciences. Ciência educ. [online]. 2015, vol.21, n.3, pp.655-671. ISSN 1516-7313.  https://doi.org/10.1590/1516-731320150030009.

Problem Based Learning (PBL) is an Inquiry-Based Learning approach that aims to prompt the development of diverse competences that allow the stimulation of scientific reasoning, autonomy and the development of capacities like questioning and critical reflection. In this context, questioning is a useful tool in students’ knowledge construction and in the development of the mentioned competences. As textbooks are important in science classes, they must contribute relevantly to the learning process. Having this in mind, the textbooks most used in 7th, 8th and 9th grades were analyzed according to the function and location of questions, as well as their cognitive level. These textbooks present a different number of questions. Despite the fact that the majority of questions are of low cognitive level (encyclopedic), there are also a considerable number of questions of high cognitive level, which promote a more autonomous and self-regulated learning.

Keywords : Science education; Questioning; Problem-based learning; Textbook; Natural sciences.

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