A questioning environment for Scaffolding Learners' questioning engagement with academic text

 

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dc.contributor.author Hardman, J C
dc.contributor.author Ng'ambi, Dick
dc.date.accessioned 2016-07-28T11:58:46Z
dc.date.available 2016-07-28T11:58:46Z
dc.date.issued 2003
dc.identifier.citation Hardman, J., & Ng'ambi, D. (2003). A questioning environment for scaffolding learners' questioning engagement with academic text: A university case study: Research in higher education. South African Journal of Higher Education, 17(2), p. 139-146. en_ZA
dc.identifier.issn 1011-3487 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/20941
dc.description.abstract Access to the textual world of academia requires that learners are familiar with the critical open ended questioning stance demanded by textuality. Anecdotal evidence suggests that learners registered for the Bachelor of Education Honours degree are unable to generate appropriate questions to interrogate academic text, impacting on their ability to engage effectively with academia. While ample research exists to suggest that face to face scaffolding can facilitate learners' access to academic text, this is often a time consuming, repetitive activity, which fails to track learners' questions over time. Given that questioning is one of the most important learning teaching tools available to both learner and educator, we have created a computer based scaffolding environment in which students are required to generate questions to interrogate academic texts. Learners have been using this new scaffolding tool this year, and we report on preliminary findings from the study. en_ZA
dc.language eng en_ZA
dc.publisher Stellenbosch University en_ZA
dc.rights.uri http://creativecommons.org/licenses/by/4.0/ en_ZA
dc.source South African Journal of Higher Education en_ZA
dc.title A questioning environment for Scaffolding Learners' questioning engagement with academic text en_ZA
dc.type Journal Article en_ZA
dc.date.updated 2015-12-21T14:02:06Z
uct.type.publication Research en_ZA
uct.type.resource Article en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Hardman, J. C., & Ng'ambi, D. (2003). A questioning environment for Scaffolding Learners' questioning engagement with academic text. <i>South African Journal of Higher Education</i>, http://hdl.handle.net/11427/20941 en_ZA
dc.identifier.chicagocitation Hardman, J C, and Dick Ng'ambi "A questioning environment for Scaffolding Learners' questioning engagement with academic text." <i>South African Journal of Higher Education</i> (2003) http://hdl.handle.net/11427/20941 en_ZA
dc.identifier.vancouvercitation Hardman JC, Ng'ambi D. A questioning environment for Scaffolding Learners' questioning engagement with academic text. South African Journal of Higher Education. 2003; http://hdl.handle.net/11427/20941. en_ZA
dc.identifier.ris TY - Journal Article AU - Hardman, J C AU - Ng'ambi, Dick AB - Access to the textual world of academia requires that learners are familiar with the critical open ended questioning stance demanded by textuality. Anecdotal evidence suggests that learners registered for the Bachelor of Education Honours degree are unable to generate appropriate questions to interrogate academic text, impacting on their ability to engage effectively with academia. While ample research exists to suggest that face to face scaffolding can facilitate learners' access to academic text, this is often a time consuming, repetitive activity, which fails to track learners' questions over time. Given that questioning is one of the most important learning teaching tools available to both learner and educator, we have created a computer based scaffolding environment in which students are required to generate questions to interrogate academic texts. Learners have been using this new scaffolding tool this year, and we report on preliminary findings from the study. DA - 2003 DB - OpenUCT DP - University of Cape Town J1 - South African Journal of Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2003 SM - 1011-3487 T1 - A questioning environment for Scaffolding Learners' questioning engagement with academic text TI - A questioning environment for Scaffolding Learners' questioning engagement with academic text UR - http://hdl.handle.net/11427/20941 ER - en_ZA


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