The use of questioning as a teaching strategy : a case study of Social Studies in grade seven

The use of questioning as a teaching strategy : a case study of Social Studies in grade seven

Abstracts in English, Afrikaans and Zulu === This study explored teachers’ effective use of questioning as a teaching strategy in Social Studies in grade seven within a primary school in the Kingdom of Eswatini (formerly known as Swaziland). The advent of free primary education has brought about lar...

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Bibliographic Details
Main Author: Vilakati, Phumzile Patience
Other Authors: Du Plessis, Elize
Format: Others
Language:en
Published: 2021
Subjects:
Critical thinking
Classroom dialogue
Dialogic education
Metacognition
Questioning
Taxonomy of knowledge
Teacher-learner interaction
Teacher-student (T/ S) model of communication
Wait time
Klaskamerdialoog
Kritiese denke
Dialogiese onderrig
Metakognisie
Vraagstelling
Taksonomie van kennis
Onderwyser-leerderwisselwerking
Onderwyser-student- (O/S) kommunikasiemodel
Wagtyd
Inkhulumiswano yaseklasini
Kucabanga lokubucayi
Imfundvo yetingcogco
Kucondza kusebenta kwengcondvo
Kubuta
Intsela yelwati
Kutsintsana kwathishela nemfundzi
Indlela yathishela - yemfundzi (T/S) yekuchumana
Sikhatsi sekulinga
372.89096887
Social sciences > Study and teaching (Elementary) > Eswatini > Manzini District > Case studies
Questioning > Eswatini > Manzini District > Case studies
Elementary school teaching > Eswatini > Manzini District > Case studies
Interaction analysis in education > Case studies
Online Access:http://hdl.handle.net/10500/27713

Internet

http://hdl.handle.net/10500/27713

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