Exploring relationship between students' questioning behaviors and inquiry tasks in an online forum through analysis of ideational function of questions
Exploring relationship between students' questioning behaviors and inquiry tasks in an online forum through analysis of ideational function of questions
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通过问题的思维功能分析探讨网络论坛中学生提问行为与探究任务之间的关系
DOI：
10.1016/j.compedu.2011.03.007
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
L. Seah
中科院分区：
文献类型：
--
作者：
S. Tan;L. Seah
在本研究中，我们使用计算机支持的协作学习工具“知识论坛”来探讨小学生从事探究科学的提问行为。本文运用系统功能语言学理论，通过对小学四年级三个班学生和老师在10个网络论坛上提出的问题进行归纳分析，建立了问题的概念功能（IFQ）分析框架。我们发现了25类问题，我们将其分为三种主要类型：科学、认识论和元话语。然后我们将分析范围缩小到三个涉及消化系统的论坛。利用IFQ框架，我们探讨了探究任务性质与学生提问行为之间的关系。我们的分析表明，对于从权威来源寻求科学事实的封闭式任务，学生倾向于只问科学问题。对于需要学生认识论证明的开放式问题，三种问题的分布更为均匀。
In this study we explored questioning behaviors among elementary students engaging in inquiry science using theKnowledge Forum, a computer-supported collaborative learning tool. Adapting the theory of systemic functional linguistics, we developed the Ideational Function of Question (IFQ) analytical framework by means of inductive analysis of the questions found in 10 online forums contributed by three classes of Year 4 elementary school students and their teachers. We found 25 categories of questions which we grouped into three main kinds: Scientific, Epistemological, and Meta-discoursal. We then narrowed our analysis to three forums involving digestive systems. Using the IFQ framework, we explored the relationship between nature of inquiry task and students’ questioning behaviors. Our analysis shows that for close-ended task that sought scientific facts from authoritative sources, students tended to ask only scientific questions. For open-ended problem-solving task that demanded epistemic justification from the students, there was more even distribution in all three kinds of questions.