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

Research output: Contribution to journalArticle

Abstract

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.
Original languageEnglish
JournalJournal of Moral Education
Early online date30 Jan 2020
DOIs
Publication statusE-pub ahead of print - 30 Jan 2020

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Why-questions
Questioning
Moral Education
Education
Collaborative Teaching
Research Projects
Teaching
Hong Kong
Devil
Teaching Strategies
Curriculum Planning
Field Notes
Primary School
Moral Dilemmas
Moral Values
Plot

Citation

Wong, M.-Y. (2020). Beyond asking ‘should’ and ‘why’ questions: Contextualised questioning techniques for moral discussions in moral education classes. Journal of Moral Education. Advance online publication. doi: 10.1080/03057240.2020.1713066

Keywords

  • Questioning
  • Moral discussion
  • Moral story
  • Moral video