Student-generated questions: a meaningful aspect of learning in science
Student-generated questions: a meaningful aspect of learning in science
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DOI：
10.1080/09500690110095249
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发表时间：
2002-05-01
影响因子：
2.3
通讯作者：
Bruce, BC
中科院分区：
文献类型：
--
作者：
Chin, C;Brown, DE;Bruce, BC
本研究旨在(a)确定学生在科学学习过程中提出的问题类型，(b)阐明学生问题在知识构建过程中的作用，特别是在教育话语中，(c)调查学生问题与学习方法之间的关系，(d)讨论与学生问题相关的一些紧急问题。对六名八年级学生在课堂活动中进行了观察，并在授课前后对相关科学概念进行了访谈。学生的问题包括基本信息（事实性和程序性）问题，这是典型的表层学习方法，以及惊奇（理解、预测、异常检测、应用和计划）问题，这表明了深度学习方法。与激发学生假设、预测、思考实验和解释的惊奇题不同，基本信息题很少产生有成效的讨论。与教师指导的活动相比，解决问题的活动引发了更多更广泛的惊奇问题。虽然学生们并不总是自发地提出令人惊奇的问题，但当被提示时，他们能够提出这样的问题。
This study was conducted to (a) identify the types of questions that students ask during science learning, (b) explicate the role of students' questions in the knowledge construction process, particularly in educational discourse, (c) investigate the relationship between students' questions and approaches to learning and (d) discuss some emergent issues related to student questioning. Six Grade 8 students were observed during class activities, and interviewed before and after instruction about related science concepts. Students' questions included basic information (factual and procedural) questions which were typical of a surface learning approach, and wonderment (comprehension, prediction, anomaly detection, application, and planning) questions which were indicative of a deep approach. Unlike wonderment questions which stimulated the students to hypothesize, predict, thought-experiment and generate explanations, basic information questions generated little productive discussion. Problem-solving activities elicited more and a wider range of wonderment questions than teacher-directed activities. Although the students did not always ask wonderment questions spontaneously, they were able to generate such questions when prompted to do so.