RESEARCH PAPER
Question Generating Supported by Blended Learning Platform: Issues of Social Justice for Environmental Education
 
More details
Hide details
1
Science Education Futures, UK
2
Hibernia College, IRELAND
3
Universiti Teknologi Malaysia, MALAYSIA
4
SEAMEO RECSAM, MALAYSIA
5
Universiti Sains Malaysia, MALAYSIA
Online publish date: 2019-03-20
Publish date: 2019-03-20
 
EURASIA J. Math., Sci Tech. Ed 2019;15(5):em1709
KEYWORDS
ABSTRACT
An element of social justice to be promoted through Environmental Education (EE) is that it questions some features of existing power relationships in education and community. In this paper, we describe an unusual and versatile assessment procedure supported by the blended learning platform that provides a wealth of insight into thinking. It has been trialed with secondary science students in the UK, and with STEM teacher educators in Uruguay and through Edmodo social learning platform under SEAMEO networking school project initiative. The study discovered that educators provide only a few questions, whereas younger participants provide many. We will also describe a session with Uruguayan STEM teacher educators learning to use this unusual method in their teacher training programs. In conclusion, the question generating that is proposed in this study was found to be a useful method for formative assessment both for pupils and for teachers in training especially suited when it is supported by blended learning platforms and digital tools. It provides insights into the way in which participants are thinking about a content area, giving information about the depth and security of understanding and potentially revealing misconceptions.
 
REFERENCES (16)
1.
Berry, J. W., & Chew, S. L. (2015). Improving Learning through Interventions of Student-Generated Questions and Concept Maps. Teaching of Psychology, 35, 305–312. https://doi.org/10.1080/009862....
 
2.
Black, P., & Wiliam, D. (2005). Inside the black box: Raising standards through classroom assessment. Granada Learning.
 
3.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D., 2004. Working inside the black box: Assessment for learning in the classroom. Phi delta kappan, 86(1), 8-21. https://doi.org/10.1177/003172....
 
4.
Cooper, F. (2018). A Modification of Think Pair Share to Make it More Learner-Centered by Using Student-Generated Questions. College Teaching, 66(1), 34. https://doi.org/10.1080/875675....
 
5.
Corrienna, A. T., & Mohd Imran Arif, M. A. (2016). What-How-Why: A framework for thinking and learning through learner-generated questions to enhance teachers and students critical thinking. 3rd I-PHEX 2016, CEE Book Series, UTM, Johor.
 
6.
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.), Boston: Pearson.
 
7.
Dunlop, L., Compton, K., Clarke, L., & McKelvey-Martin, V. (2015). Child-led inquiry in primary science. Education. 3-13, 43(5), 462-481. https://doi.org/10.1080/030042....
 
8.
Fauville, G. (2017). Questions as indicators of ocean literacy: students’ online asynchronous discussion with a marine scientist. International Journal of Science Education, 39(16), 2151–2170. https://doi.org/10.1080/095006....
 
9.
Harlen, W., & James, M. (1997) Assessment and Learning: differences and relationship between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365-379. https://doi.org/10.1080/096959....
 
10.
Lombard, F. E., & Schneider, D. K. (2013). Good student questions in inquiry learning. Journal of Biological Education, 47(3), 166-174. https://doi.org/10.1080/002192....
 
11.
MacLellan, E., & Soden, R. (2003). Expertise, expert teaching and experienced teachers’ knowledge of learning theory. Scottish Educational Review, 35(2), 110–120.
 
12.
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310.
 
13.
Montecillo, P. L., Boey, M. L., Febro, R., Ng, K. T., Aligaen, J. C., Baharulnizam, B., & Mohamad, R. (2016). Chapter 11: Optimizing the use of blended learning platform in monitoring and evaluating Disaster Risk Reduction Education. In KT Ng, R.P. Devadason & Y.F. Lay (Eds.) (2016). Learning Science and Mathematics Together (LeSMaT) in a Borderless World Using Technology. Penang, Malaysia: SEAMEO RECSAM.
 
14.
Ng, K. T., Devadason, R. P., & Lay, Y. F. (Eds.) (2016). Learning Science and Mathematics Together (LeSMaT) in a Borderless World Using Technology. Penang, Malaysia: SEAMEO RECSAM.
 
15.
Virgin, R. (2015). Customize Learning with Student-generated Guiding Questions. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 88(3), 96-100. https://doi.org/10.1080/000986....
 
16.
White, R. T., & Gunstone, R (1992). Probing Understanding Chapter 10 Question Production. Routledge Abingdon, Oxford, UK, pp 158–176.
 
eISSN:1305-8223
ISSN:1305-8215