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
Organisation:
Prof. Helena Pedrosa-de-Jesus (University of Aveiro)
Prof. Mike Watts (Brunel University London)
Outline:
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)
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 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: http://www.reflectingeducation.net/index.php/reflecting/index
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
Este trabalho é financiado por Fundos FEDER através do Programa Operacional Factores de Competitividade – COMPETE e por Fundos Nacionais através da FCT – Fundação para a Ciência e a Tecnologia no âmbito do projecto « PTDC/CPE-CED/117516/2010»;