Promoting science learning and science performance of girl students has been an important issue. The study explored the effects of questioning strategy on young girl students in a webquest activity. A quasi-experimental design was adopted on 46 fifth-grade girl students. These students participated in a mixed-gender group activity aided by questioning strategy with detail question stems, simple question stems, or no questions. There were 11 groups of three in each kind of activity. Students were asked to study a scientific article and ask questions and answer questions about the article, then students of each group were required to produce a science report collaboratively. The results showed that the girl students using detail question stems had a better effect on the science report score and the attainment of science test score. The findings of this study provide evidence to confirm that applying detail question stems is a helpful strategy for young girl students in webquest activity.
Chiung-hui Chiu, National Taiwan Normal University, Taiwan
Hsin-Wen Hu, National Taiwan Normal University, Taiwan
Stream: Primary & Secondary Education
This paper is part of the SEACE2020 Conference Proceedings (View)
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Chiung-hui Chiu, and Hsin-Wen Hu