The Effectiveness of a Question-Exploration Routine for Enhancing the Content Learning of Secondary Students
The Effectiveness of a Question-Exploration Routine for Enhancing the Content Learning of Secondary Students
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DOI：
10.1037/a0023930
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发表时间：
2011-08-01
影响因子：
4.9
通讯作者：
Schumaker, Jean B.
中科院分区：
文献类型：
--
作者：
Bulgren, Janis A.;Marquis, Janet G.;Schumaker, Jean B.
本研究的目的是检验问题探索例程和相关图形组织对学生思考和回答复杂问题的能力的影响。参与者是七年级七个班级的 116 名不同能力的学生。将例程的效果与使用平衡设计的传统讲座讨论形式的效果进行比较。该测试由匹配题、多项选择题和简答题组成，评估学生对事实、主要思想和关系的知识和理解，需要高阶思维。总体而言，两组学生的总考试成绩之间存在显着差异，代表着大到非常大的效应量。具体来说，使用问题探索例程教学的学生比使用讲座讨论方法教学的学生获得了更高的总测试分数。在匹配题、多项选择题和简答题中也发现了类似的差异。学生子群体（高成就者、一般成就者、低成就者和残疾学生）获得的分数遵循相同的一般模式。所有小组的学生在以书面形式表达主要思想时都比以多项选择形式更困难。
The purpose of this study was to examine the effects of a question-exploration routine and an associated graphic organizer on students' ability to think about and answer complex questions. Participants were 116 students of diverse abilities in seven 7th grade classes. The effects of the routine were compared with the effects of a traditional lecture-discussion format using a counterbalanced design. The measure, composed of matching, multiple-choice, and short-answer questions, assessed students' knowledge and comprehension of facts, main ideas, and relationships that require higher order thinking. Overall, significant differences representing large to very large effect sizes were found between the total test scores of students in the 2 groups. Specifically, students taught using the question-exploration routine earned higher total test scores than did students taught using the lecture-discussion method. Similar differences were found for matching, multiple-choice, and short-answer items. The scores earned by subgroups of students (high achievers, average achievers, low achievers, and students with disabilities) followed the same general pattern. Students in all subgroups had more difficulty conveying main ideas in writing than in multiple-choice formats.