Modified generated question learning, and its classroom implementation and assessment

Crogman, Horace; Crogman, Maryam Trebeau

doi:10.1080/2331186x.2018.1459340

Cited by 7 publications

(14 citation statements)

References 90 publications

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“…In other words, students need sufficient knowledge to ask questions (Miyake & Norman, 1979). Thus, students involved in active learning activities must have prior knowledge as a prerequisite for studying new content (Crogman & Trebeau Crogman, 2018).…”

Section: Discussionmentioning

confidence: 99%

Learning Biology through Thinking Empowerment by Questioning: The Effect on Conceptual Knowledge and Critical Thinking

NUR

Corebima

Zubaidah

et al. 2023

Participatory Educational Research

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Research on active learning that emphasises question formulation activities has received less attention. This study was conducted to address the said gap identified in the literature by testing the thinking empowerment by questioning (TEQ) strategy on the level of conceptual understanding (CK) and critical thinking (CT) of students in Biology subjects. We used a pre-test-post-test non-equivalent control group design with a sample of junior high school students (n = 176). Participants were divided into three groups, namely (1) the TEQ group, 61 students; (2) PS (problem-solving) group, 60 students; and (3) the CS (conventional strategy) group, 55 students. We also considered the effect of school type (public and religious) on student performance in each treatment group and identified a potential correlation between CK and CT. Statistical results showed that TEQ had a more effective and significant effect on students' CK and CT than in the two control groups. However, we identified no difference between students in public and religious schools in each treatment group. In addition, this study also found a strong correlation between CK and CT through the implementation of TEQ. Finally, TEQ is an effective active learning strategy that promotes students' critical thinking in science content and is equally effective when administered to public and religious schools.

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Section: Discussionmentioning

confidence: 99%

Learning Biology through Thinking Empowerment by Questioning: The Effect on Conceptual Knowledge and Critical Thinking

NUR

Corebima

Zubaidah

et al. 2023

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…On the other hand, empirical evidence shows that active learning techniques do not necessarily increase academic achievement [36]. However, it has been shown that active learning positively influences the student's involvement in what he/she learns, and his/her motivation is also increased [53].…”

Section: What Is Active Learning?mentioning

confidence: 99%

“…The word 'active' implies activities requiring students' involvement beyond mere reception, such as listening to an explanation or narration. Being active involves the student manipulating something, moving the body, executing different movements or doing something more than just contemplatively or passively watching something [35,36].…”

Section: What Is Active Learning?mentioning

confidence: 99%

Perspective Chapter: The Role of Learning Styles in Active Learning

Rodríguez¹,

García-Vázquez²,

Cúe³

2022

Active Learning - Research and Practice for STEAM and Social Sciences Education

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Active learning has a wide range of definitions, depending on the authors who define it. However, it can be understood as an instructional method that involves students in the learning process. Learning styles refer to the preferences that students have in their learning process. Learning styles emerge due to our genetics, life experiences and the demands of our current environment. These preferences can be classified and applied in activities that actively and passively require the participation of students. This chapter will attempt to describe active learning and learning styles separately. After that, the theoretical-practical intersections of active learning and learning styles are presented. Students’ learning preferences may (or may not) be accommodated by active learning practices. Sometimes the nature of the style results in an innate passivity in the student. What follows is the teacher’s action to engage students in a more active learning environment despite their predominant style. Based on research, some suggestions are presented in this regard.

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“…Allowing a sense of play with the information and stimuli creates a space for questions to be born in learners (Crogman and Crogman, 2018), which leads to exploration and answers. Here we are arguing to provide more and more adapted opportunities for learners to use all their senses to engage with academic stimuli, allow them to ask the most basic questions, and be able to communicate in the level of their language ability.…”

Section: Sensory Stimuli Learning the Game Changermentioning

confidence: 99%

Popularizing Visuo-Spatial Training for Reading Challenges: A Call to Experts in Support of Language and Non-language-based Cognitive Skills Strengthening

Crogman

2020

Front. Educ.

Self Cite

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We propose to researchers, educators, and professionals a discussion which contributes to a growing body of research questioning how dyslexia and reading challenges have been researched, diagnosed, and remedied. Also included is a discussion for educators and researchers including questioning the definitions of dyslexia, how educators could view dyslexia against mainstream opinions, the place of culture, language, and multisensory teaching. Two literature reviews and a pilot study are briefly described to provide the initial grounds and design to propose an alternative approach to growing our understanding and studying the connections between training non-language-based (NLB) skills and the improvement of language-based skills in students with reading disabilities. Scarce data and literature exist that effectively connect the two domains. Yet, there is some evidence that implementing NLB trainings has had transforming effects on language-based (LB) skills and effected broader benefits to students' cognitions. Findings show a lack of studies of NLB skills, study designs that ignore these skills and their developmental trajectories, and a mixed result of training effects. Suggestions are made for educators and researchers to further investigate potential effects of NLB training in reading challenged individuals within this framework.

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Modified generated question learning, and its classroom implementation and assessment

Cited by 7 publications

References 90 publications

Learning Biology through Thinking Empowerment by Questioning: The Effect on Conceptual Knowledge and Critical Thinking

Learning Biology through Thinking Empowerment by Questioning: The Effect on Conceptual Knowledge and Critical Thinking

Perspective Chapter: The Role of Learning Styles in Active Learning

Popularizing Visuo-Spatial Training for Reading Challenges: A Call to Experts in Support of Language and Non-language-based Cognitive Skills Strengthening

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