Third International Seminar on Research on Questioning

Theme: ‘Critical inquiry and academic growth in Higher Education’

Date: 19th June 2015

Venue: Research Centre Didactics and Technology in Education of Trainers, Department of Education, University of Aveiro, Portugal

Prof. Helena Pedrosa-de-Jesus (University of Aveiro)
Prof. Mike Watts (Brunel University London)

Building on the 1st and 2nd international seminars on research on questioning, this 3rd international seminar draws on an accumulated body of knowledge from over a decade of research and study at Aveiro. The focus here is upon supporting university teachers to initiate, facilitate and support inquiry-based learning and critical reflective practice, across a variety of educational settings. The seminar show-cases a wide range of contributions that explore teacher development and growth in relation to innovative approaches to teaching and learning, and contributions are open to a range of methodologies and subject disciplines. The format of the day relies upon short presentations highlighting key issues from pre-circulated papers to allow ample time for discussion, debate and networking. The intention is to develop a published text with an established educational publisher as the final outcome of this work.

Opening registration to the general public: 1th to 12th June 2015

List of the presenters:
1. Helena Pedrosa-de-Jesus (University of Aveiro – Portugal) together with the research team
2. Mike Watts (Brunel University London – UK)
3. Carol Evans (University of Southampton –  UK)
4. Jose Otero (University of Alcalá – Spain)
5. Domingos Fernandes (University of Lisbon – Portugal)
6. Yoshinori Oyama (Chiba University – Japan)
7. Nilza Costa (University of Aveiro – Portugal)


Oral comunications (PPT)

Seminar proceedings

Project funding: has been awarded through the Fundação para a Ciência e a Tecnologia (FCT), Portugal, Project: PTDC/CPE-CED/117516/2010, and two key reports on viagra inde acheter related projects are:

(i) Project report for POCTI/36473/CED/2000 – A study of student generated questions in undergraduate sciences.
(ii) Project report for PPCDT/CED/59336/2004 – A study of university teaching, learning and assessment using students-generated questions.

Recent published outputs:
1. Pedrosa-de-Jesus, H., Guerra, C. and Watts, M. (2015). University teachers’ self-reflection on their academic growth. Submitted to Studies in Higher Education, January, 2015.
2. Pedrosa-de-Jesus, H., Guerra, C. and Watts, M. (2015). Teachers’ written formative feedback on students’ critical thinking: a case study. Submitted to Higher Education , November, 2014
3. Pedrosa-de-Jesus, H. Moreira, A., Lopes, B. and Watts, D.M. (2014). So much more than just a list: exploring the nature of critical questioning in undergraduate sciences. Research in Science & Technological Education 32 (2), 115-134    DOI: 10.1080/02635143.2014.902811
4. Pedrosa-de-Jesus, M.H., Leite, S. and Watts, D.M. (2014) ‘Question moments’: a rolling programme of question-opportunities in classroom science, Research in Science Education, DOI: 10.1007/s11165-014-9429-7
5. Pedrosa-de-Jesus, H. and Watts, M. (2014). Managing affect in learners’ questions in undergraduate science. Studies in Higher Education, 39 (1), 102-116. DOI:10.1080/03075079.2011.64698
6. Pedrosa-de-Jesus, M.H., Lopes, B. Moreira, A.C. and Watts, D.M. (2012). Contexts for questioning: two zones of teaching and learning in undergraduate science. Higher Education, 64 (4), 557-571. DOI: 10.1007/s10734-012-9512-9
7. Pedrosa-de-Jesus, H. and Moreira, A.C. (2012). Promoting questioning skills by biology undergraduates: The role of assessment and feedback in an online discussion forum. Reflecting Education, 8 (1), 57-77. ISSN 1746-9082. URL:
8. Pedrosa-de-Jesus, M.H. and da Silva Lopes, B. (2011). The relationship between teaching and learning conceptions, preferred teaching approaches and questioning practices. Research Papers in Education, 26 (2), 223-243. ISSN: 0267-1522
9. Pedrosa-de-Jesus, H. & Moreira, A.C. (2009). The role of students’ questions in aligning teaching, learning and assessment: a case study from undergraduate sciences. Assessment & Evaluation in Higher Education, 34(2), 193-208. ISSN 0260-2938