[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-619050-105":59,"doc-detail-619050-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","purposeful-questioning-in-science","Purposeful questioning in science","","AQA science teaching session focused on using purposeful questioning to build learner engagement and curiosity while improving learning outcomes. It examines how AO2 challenges students in unfamiliar contexts, including recognising relevant science, practical differences, required maths, and confidence with unfamiliar topics. The session explains why unfamiliar contexts are required, clarifies what counts as such contexts, and shows how to apply summative questions formatively and diagnostically to address misconceptions and develop key ideas for exam performance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/purposeful-questioning-in-science/619050/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/purposeful-questioning-in-science/619050.png","ImageObject",300,407,{"name":92,"@type":93},"Patrick","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.presentationml.presentation","2026-10-31","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the session on science questioning?","Question",{"text":112,"@type":113},"It explores how AQA science questions can stimulate engagement and curiosity while supporting learners’ learning and outcomes, and provides classroom strategies that can be applied directly.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges do learners face with questions in unfamiliar contexts?",{"text":117,"@type":113},"Learners may struggle to recognise the science to apply, identify practical differences, select needed maths/scientific knowledge, and feel confident when the topic appears unfamiliar.",{"name":119,"@type":110,"acceptedAnswer":120},"How can summative exam questions be used beyond assessment?",{"text":121,"@type":113},"They can be used diagnostically to identify misconceptions and to target intervention, and formatively to break down key ideas and support learners building confidence to tackle similar exam questions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},619050,1792501797,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},549758146520,"https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470","Purposeful questioning in science\nJane Bryant, Curriculum Manager AQA Sciences\n1\nCopyright © 2024 AQA and its licensors. All rights reserved.\nASE January 2024\nWelcome\n2\nSession overview\nAO2 in unfamiliar contexts\nRecognising the science behind the question\nUnderstanding key command words\nResources\n3\nCopyright © 2024 AQA and its licensors. All rights reserved.\nHere are some answers about questioning in lessons, but what are the questions?\nCopyright © 2024 AQA and its licensors. All rights reserved.\n4\n135\n0.97 seconds\n84% of lessons\n62% of questions\nWhat’s the average number of questions posed by a teacher in an hour-long lesson?\nHow long does a teacher wait on average before giving the answer to a question or prompting the learner?\nWhat % of lessons start with a general question and answer recall session?\nWhat % of questions asked are closed or low order?\nPurpose of the session\nCopyright © 2024 AQA and its licensors. All rights reserved.\n5\nTo explore the use of AQA science questions to stimulate engagement and curiosity, while supporting learners’ learning and outcomes\nTo give you some useful ideas and strategies that can be applied in the classroom\nUsing summative questions to aid learning\nExam questions are summative – they assess what a learner has learned and understood after a two-year course of study\nUse summative questions in a diagnostic context by:\nIdentifying common misconceptions using comments in the examiner reports and experience from your own learners\nDeveloping short questions to probe these misconceptions further and identify where intervention/focused revision is needed.\nUse summative questions in a formative way to aid learning by:\nIdentifying the key ideas needed to answer a question\nDeveloping short questions to support these ideas, build up understanding and give learners the confidence to tackle such exam questions.\nCopyright © 2024 AQA and its licensors. All rights reserved.\n6\nAO2 in unfamiliar contexts\n7\nThe challenges of unfamiliar contexts\nLearners face a number of challenges with questions framed in unfamiliar contexts:\nRecognising the science they need to apply to answer the question.\nRecognising the practical when it’s slightly different from the one they’re familiar with from the classroom.\nRecognising the maths or scientific knowledge they need to apply to the science context.\nHaving the confidence to tackle a question when the topic appears unfamiliar.\nCopyright © 2024 AQA and its licensors. All rights reserved.\n8\nWhy unfamiliar contexts?\nOfqual requirements\nLearners must apply knowledge and understanding to provide meaning or explain something.\nApplication must relate primarily to:\nnovel situations not clearly indicated in the specification (unfamiliar contexts)\ndeveloping an idea from the specification beyond the basic knowledge\nmaking links between different areas of knowledge.\nTwo strands:\nScientific ideas assess subject content and includes some maths skills, working scientifically and models.\nScientific enquiry, techniques and procedures means practical skills and some more maths skills in practical contexts. ‘Encompasses but is broader than’ means contexts other than just those of the required practicals.\nCopyright © 2024 AQA and its licensors. All rights reserved.\n9\nWhat do we mean by ‘unfamiliar contexts’?\nUnfamiliar contexts can be anything that isn’t clearly mentioned in the specification and can be very wide ranging.\nExamples include:\nbeta decay in strontium-89\ncalculating percentage by mass of chlorine in a molecule of C6H10Cl2\ntesting  thermoconductivity of a swimmer’s wetsuit\ncomparing number of subatomic particles in atoms of boron and carbon\nexplaining inheritance in maple syrup urine disease\nexplaining natural selection in tawny owls\ndetermining specific heat capacity of vegetable oil\nidentifying size and direction of force of water on a boat propeller\nexplaining the effect of human papillomavirus on human DNA\ninvestigating concentrations of salts in samples of sea water.\nCopyr","cbCaiesl5RtGRM67","https://ap.wps.com/l/cbCaiesl5RtGRM67","pptx",8782905,33,"English","# Welcome\n# Session overview\n## AO2 in unfamiliar contexts\n## Recognising the science behind the question\n## Understanding key command words\n# Purpose of the session\n# AO2 in unfamiliar contexts\n## The challenges of unfamiliar contexts\n## Why unfamiliar contexts?\n## What do we mean by 'unfamiliar contexts'?\n## Unfamiliar contexts in relation to practical skills\n## Context and maths skills\n## Context and working scientifically","[{\"question\":\"What is the main purpose of the session on science questioning?\",\"answer\":\"It explores how AQA science questions can stimulate engagement and curiosity while supporting learners’ learning and outcomes, and provides classroom strategies that can be applied directly.\"},{\"question\":\"What challenges do learners face with questions in unfamiliar contexts?\",\"answer\":\"Learners may struggle to recognise the science to apply, identify practical differences, select needed maths/scientific knowledge, and feel confident when the topic appears unfamiliar.\"},{\"question\":\"How can summative exam questions be used beyond assessment?\",\"answer\":\"They can be used diagnostically to identify misconceptions and to target intervention, and formatively to break down key ideas and support learners building confidence to tackle similar exam questions.\"}]","Purposeful questioning in science | PPTX",1792462408,83]