Encouraging and Analyzing Student Questions in a Large Physics Course: Meaningful Patterns for Instructors
Encouraging and Analyzing Student Questions in a Large Physics Course: Meaningful Patterns for Instructors
复制标题
在大型物理课程中鼓励和分析学生问题：对教师有意义的模式
DOI：
10.1002/tea.10111
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发表时间：
2003
影响因子：
4.6
通讯作者：
Yuhfen Lin
中科院分区：
文献类型：
--
作者：
K. Harper;E. Etkina;Yuhfen Lin
在大型物理入门课程中，结构化每周日记（每周报告）定期鼓励学生提出有关材料的问题。收集了四分之一的问题，并根据难度和主题进行编码。学生们在本季度还参加了几次概念测试。这些报告包含的问题比大学课堂上通常观察到的问题要多，但提出的问题数量与概念表现的任何衡量标准均无关。探讨了不同类型的问题与这些测试的表现之间的关系。侧重于概念、知识连贯性和局限性的更深层次的问题与学生概念成就的差异有关。 2003 Wiley periodicals, Inc. J Res Sci Teach 40: 776-791, 2003 在整个教育过程中，课堂上提出的绝大多数问题都是由教师而不是学生提出的（Good, Slavings, Harel, & Emerson, 1987；Graesser & Person, 1994），而学生提出的少数问题通常并不复杂（Graesser, McMahen, ＆约翰逊，1994）。事实上，“世界各地的孩子都被教育成为回答问题的大师”
In a large introductory physics course, structured weekly journals (weekly reports) regularly encouraged students to ask questions about the material. The resulting questions were collected for one quarter and coded based on difficulty and topic. Students also took several conceptual tests during the quarter. The reports contained more questions than typically observed in a college classroom, but the number of questions asked was not correlated to any measure of conceptual performance. Relationships among different types of questions and performance on these tests were explored. Deeper-level questions that focus on concepts, coherence of knowledge, and limitations were related to the variance in student conceptual achievement. 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 776-791, 2003 Throughout education, the vast majority of questions asked in a classroom setting are asked by teachers, not students (Good, Slavings, Harel, & Emerson, 1987; Graesser & Person, 1994), and the few questions that students do ask typically are unsophisticated (Graesser, McMahen, & Johnson, 1994). Indeed, ''children everywhere are schooled to become masters at answering