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Generating Student Questions in an Inquiry-Based Classroom: A Case Study of Primary Years Programmes

Generating Student Questions in an Inquiry-Based Classroom: A Case Study of Primary Years Programmes

Takemi Iwasawa
Copyright: © 2021 |Pages: 24
ISBN13: 9781799851073|ISBN10: 1799851079|ISBN13 Softcover: 9781799855477|EISBN13: 9781799851080
DOI: 10.4018/978-1-7998-5107-3.ch008
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MLA

Iwasawa, Takemi. "Generating Student Questions in an Inquiry-Based Classroom: A Case Study of Primary Years Programmes." Educational Reform and International Baccalaureate in the Asia-Pacific, edited by David Gregory Coulson, et al., IGI Global, 2021, pp. 131-154. https://doi.org/10.4018/978-1-7998-5107-3.ch008

APA

Iwasawa, T. (2021). Generating Student Questions in an Inquiry-Based Classroom: A Case Study of Primary Years Programmes. In D. Coulson, S. Datta, & M. Davies (Eds.), Educational Reform and International Baccalaureate in the Asia-Pacific (pp. 131-154). IGI Global. https://doi.org/10.4018/978-1-7998-5107-3.ch008

Chicago

Iwasawa, Takemi. "Generating Student Questions in an Inquiry-Based Classroom: A Case Study of Primary Years Programmes." In Educational Reform and International Baccalaureate in the Asia-Pacific, edited by David Gregory Coulson, Shammi Datta, and Michael James Davies, 131-154. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-5107-3.ch008

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Abstract

The goal of this research is to explore the role and position of questioning at Japanese elementary schools that utilize inquiry-based learning. The question investigates how precisely questioning plays a role in the implementation of inquiry at a Japanese elementary school. In an age where curriculum frameworks are seeing a shift towards student-centeredness, questioning skills are crucial as they are an essential component for students to direct learning both intrinsically and divergently. The present research suggests that a variety of strategies to initiate curiosity are being used by teachers and that these lead students to question the content of their lessons in a variety of ways. After assessing the evidence of the types of questions that students ask, how the teachers incorporate these questions to adjust their curriculum will be reported. Further, at the end of the chapter, recommendations will be offered for improving inquiry-based classrooms in Japan.

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