Probing Understanding

White, Richard; Gunstone, Richard

doi:10.4324/9780203761342

Cited by 263 publications

(342 citation statements)

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“…Existing research (Graesser & Person, 1994) suggests that one reason for the low frequency and sophistication of student questions lies in a deficit in the students' acquisition of good questionasking skills. In line with previous research (King, 1994;Si, 2006;White & Gunstone, 1992), the intervention stressed the explicit teaching of diverse questioning skills. This teaching includes reflection, observation, comparison, and operation skills; asks students to use the words "if," "except," and "imagine" to pose questions; and involves methods such as "inference" and "transplanting."…”

Section: Teaching Interventionssupporting

confidence: 83%

“…Students' questions help to increase their motivation and interest in a topic (Chin & Kayalvizhi, 2005), foster discussion and debate in classroom discourse (Chin & Brown, 2002), and motivate knowledge construction (Chin & Brown, 2000). In science teaching, the questions that students generate can help to diagnose their understanding through formative assessment (Watts & Alsop, 1995;White & Gunstone, 1992), stimulate further inquiry into a topic via open investigations, problem-based learning, and project work (Chin & Chia, 2004;Crawford, Kelly, & Brown, 2000; Teixeira-Dias, Pedrosa de Jesus, Neri de Souza, & Watts, 2005), and provoke critical reflection on classroom practices (Watts, Gould, & Alsop, 1997).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Cognitive conflict, a central condition for question asking and a vehicle of cognitive change, occurs only if individuals with inconsistent views become informed, discuss their perspectives, and attempt to convince others of their perspectives. Some questioning strategies have been encouraged (King, 1994;White & Gunstone, 1992). One of the general aspects of understandings about scientific inquiry (NOSI) is that questions guide investigations.…”

Section: Question Asking and Cognitive Disequilibriummentioning

confidence: 99%

“…Hofstein et al (2005) presented evidence that inquiry in the chemistry laboratory helps students develop their ability to ask high-level questions, to hypothesize and to suggest questions for further experimental investigations. According to White and Gunstone (1992), stimuli (e.g., data or a diagram) and asking students to begin questions in a particular manner are important. King's (1994) research found that giving students thought-provoking question stems was helpful.…”

Section: Question Asking and Cognitive Disequilibriummentioning

confidence: 99%

See 3 more Smart Citations

Improving Chinese junior high school students’ ability to ask critical questions

Huang

Lederman

Cai³

2017

J Res Sci Teach

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The present study explores ways to enhance students’ question‐asking ability (i.e., the ability to ask critical questions), which is the premise of scientific inquiry and a precondition for effective science teaching. A survey of junior high school students in Zhejiang province in China showed that students’ questioning behavior was not well developed and that their ability and willingness to question authority were weak. These results are consistent with an educational culture that dictates that textbooks and science teachers are always correct and cannot be questioned. The intervention involved several designed cases that included the explicit teaching of questioning strategies and ample opportunities to ask questions for inquiry and question card use. After the intervention, a dependent t‐test of several dimensions was conducted, the students’ question‐asking consciousness and question quality were compared, and the frequency distribution of different levels of questions was analyzed and compared. The development of question‐asking ability was further identified in the interviews. The efficacy and implications of the treatment for enhancing the critical question‐asking ability of middle‐school students in Chinese science classrooms are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 9999:963–987, 2017

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Section: Teaching Interventionssupporting

confidence: 83%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Question Asking and Cognitive Disequilibriummentioning

confidence: 99%

Section: Question Asking and Cognitive Disequilibriummentioning

confidence: 99%

See 2 more Smart Citations

Improving Chinese junior high school students’ ability to ask critical questions

Huang

Lederman

Cai³

2017

J Res Sci Teach

View full text Add to dashboard Cite

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“…Prior to interviewing students for this study, the first author and colleagues had interviewed over 100 students on size and scale, using an interview protocol not discussed in this paper. They read and discussed literature on interviewing students in science education (Bell, Osborne, & Tasker, 1985;Novak & Gowin, 1984;White & Gunstone, 1992), practiced the interview, discussed it, and mutually observed one another. As a single interviewer conducted all interviews, the question of reliability across interviewers did not arise, but interviewer bias may be an issue of concern.…”

Section: Journal Of Research In Science Teachingmentioning

confidence: 99%

Scale construction for graphing: An investigation of students' resources

Delgado

Lucero

2015

J Res Sci Teach

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Graphing is a fundamental part of the scientific process. Scales are key but little-studied components of graphs. Adopting a resources-based framework of cognitive structure, we identify the potential intuitive resources that six undergraduates of diverse majors and years at a public US research university activated when constructing scales, and identify classes of resources that share similar characteristics. The students constructed scales for data sets that range over 10 or more orders of magnitude, and were interviewed in depth about their scales. The data were analyzed using the constant comparative method. We identified four classes of resources: (1) ''prior drawing experience'' resources that include show all elements and what you see is what you get; (2) ''wide range'' resources that are used to make sense of a data set with widely varying values, such as zoom in, ratio, and conversion; (3) ''prior graphing experience'' resources that draw from previous work with graphing, including powers-of-ten scales and linear scales; and (4) ''fundamental knowledge'' resources, such as halving. These resources, while identified among undergraduates, may indicate promising educational approaches to graphing in middle and high school. Secondary school science curricula and instruction that acknowledge and build on student resources will likely result in deeper understanding of conventional scales and graphs among students at this age and thus allow for more effective instruction at the undergraduate level. Instructional activities that might activate and build upon the resources identified are presented. #

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When seeing what's wrong makes you right: The effect of erroneous examples on 3D diagram learning

Jaeger

Marzano

Shipley

2020

Applied Cognitive Psychology

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Summary Comprehending 3D diagrams is critical for success in scientific practice and research demonstrates that understanding of 3D geology diagrams can be improved by making predictive sketches. In mathematics, explaining erroneous examples can support learning. This study combined these approaches to better understand how to effectively support 3D geologic diagram understanding. Participants generated sketches, explained erroneous example sketches, or copied and explained correct sketches. It was hypothesized that generating sketches or explaining erroneous cases would improve understanding, but an open question was whether these conditions would differ from each other. Explaining erroneous examples and sketching improved understanding whereas explaining correct sketches did not. Further, explaining erroneous examples was a more efficient strategy than sketching. These results indicate that erroneous examples can be effective for supporting 3D diagram comprehension and may be a practical substitute for some traditional sketching activities in the context of real classrooms where class time is limited.

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Probing Understanding

Cited by 263 publications

References 0 publications

Improving Chinese junior high school students’ ability to ask critical questions

Improving Chinese junior high school students’ ability to ask critical questions

Scale construction for graphing: An investigation of students' resources

When seeing what's wrong makes you right: The effect of erroneous examples on 3D diagram learning

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