Beyond asking ‘should’ and ‘why’ questions: Contextualised questioning techniques for moral discussions in moral education classes

Beyond asking ‘should’ and ‘why’ questions: Contextualised questioning techniques for moral discussions in moral education classes

• Wong, Mei Yee The Education University of Hong Kong

Journal of Moral Education, 2020

Routledge

2020

• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development
• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

Questioning Moral Discussion Moral Story Moral Video

• Hong Kong

• 1997.7 onwards

• Primary Education

The discussion of moral dilemmas has long been a teaching strategy for moral education. However, the questioning techniques teachers use to lead moral discussions are not fully understood. With reference to a collaborative teaching research project on a values education video-story, this study explored the authentic practice of teacher questioning in moral education classes. Data were collected in a Hong Kong primary school through lesson observations, interviews, document reviews and field notes. Teachers used three techniques when leading moral discussions: posing hypothetical questions, asking role-switching questions and playing devil’s advocate. Collectively, these three techniques helped to enhance students’ thinking. The study suggests that teachers’ questioning in moral discussions can be seen as a contextualised activity that involves the analysis of the key characters, plot points and moral values embedded in the story throughout the processes of curriculum planning and teaching. Teacher questioning strategies offer directions for future studies of moral discussions. Copyright © 2020 Journal of Moral Education Ltd.

• English

Journal Articles

• 03057240

• 10.1080/03057240.2020.1713066

https://bibliography.lib.eduhk.hk/en/bibs/c493c7a6

2020-05-18