Conceptual peer-to-peer questioning improves learning

By Fraser Scott2023-05-18T08:15:00

A question mark made up of brightly coloured cogs

Source: © Andriy Onufriyenko/Getty Images

Get the cogs turning for successful learning by encouraging the right kind of student interactions

Teaching chemistry students to think about the nature of their questions and responses can lead to better learning, particularly if they ask more questions of a conceptual nature, according to research. A study in America investigates students’ peer-to-peer questions and responses and identifies routes to improved scientific knowledge. Use the teaching tips to identify secondary students’ misconceptions, model good questioning in class and scaffold question-response interactions.

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