Student questioning: A componential analysis

Meij, Hans van der

doi:10.1016/1041-6080(94)90007-8

Cited by 59 publications

(41 citation statements)

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“…Further research could investigate whether emotive reactions during reading of the text are transformed into questions. Van der Meij (1994) states that transforming a state of perplexity into a question is an important ability. Students may pose other questions for social reasons that are not based on experienced perplexity (Graesser and McMahen 1993;Graesser and Olde 2003).…”

Section: Discussionmentioning

confidence: 99%

Stimulating situational interest and student questioning through three types of historical introductory texts

2010

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This study investigates questions students ask related to an introductory text about a new topic in the history classroom. The effects of a narrative, problematizing, and expository introductory text on the situational interest of students and the number and type of studentgenerated questions, are compared. Participants are 174 students in higher secondary education (16 years old). Student-generated questions are categorized in higher -and lowerorder questions, in descriptive, explanative, comparative and evaluative questions, and in emotive and non-emotive questions. The type of introductory text had a significant effect on the level of situational interest and type of questions but not on the number of generated questions. Narrative and problematizing texts provoked more situational interest and more emotive questions than the expository text. We found a significant positive correlation between prior topic knowledge, interest in History, situational interest, and number of questions.

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Section: Discussionmentioning

confidence: 99%

Stimulating situational interest and student questioning through three types of historical introductory texts

2010

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“…Some authors call this problemflnding to indicate that the person must literally find the problem [81, [13], [151- [17]. This stage typically requires two activities: First, the user must see the problem.…”

Section: Stage 1: Experiencing a Problemmentioning

confidence: 99%

“…For example, the user may elect to study the manual, to examine the online help, to seek assistance from a colleague, or to consult a help desk. Many factors may affect this choice: selfconfidence, ease of access, confidentiality, problem definition, complexity, context, familiarity with the source, and so on [13], [21], [22]. In addition, all of these factors may interact in various ways.…”

Section: Stage 2: Expressing the Problemmentioning

confidence: 99%

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Does the manual help? An examination of the problem-solving support offered by manuals

Meij

1996

IEEE Trans. Profess. Commun.

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Abstract-This paper examines whether manuals provide adequate help for users who are experiencing a problem. First, an outline is given of the main stages in problem-solving. This outline offers a broad framework for the two studies of current practice that follow. The first study focuses on the accessibility of help. It examines how often manuals fail to offer the right keywords, and how often they have not marked or have misplaced problemsolving information. The main conclusion is that most manuals pose formidable obstacles to accessing help. The second study investigates the main reasons for presenting problem-solving information as a Regular Step, as a Skipable Action, or as an Afterthought. The main finding is that writers or typographers tend to opt for a different design than what is theoretically best.OST handbooks for technical writers give concrete suggestions [ 11-[3]. A prominent guideline is to number the consecutive actions in a procedure. This "almost guarantees fewer mistakes" [2, p. 2341. How often is this advice followed in practice? The answer is that we don't know. No inventory on this matter exists. Inventories are also absent for most of the other advice given in the handbooks.The handbooks also suggest that it is wise to consider the competition. Such an inventory offers a perspective from which to (re)consider one's own product, yielding new ideas on content, format, layout, and access methods. Is this advice followed? Perhaps. Yet, again very few inventories have found their way into the literature.The dearth of inventories is unfortunate for those who want to get to know the competition at little cost. But, more importantly, it also impedes the advancement of technical writing as an applied science. Inventories are vital for their state-of-the-art descriptions. Among other benefits, they reveal when writers follow the advice of handbooks and when they do not. Such insights can stimulate better practices and more refined theories. In short, inventories are crucial for tying theory with practice. This paper reports on an inventory concerning problemsolving information in manuals. Problem-solving information is defined here as help for handling conflicts that interrupt or block actions. Such information may assist users in detecting, defining, diagnosing, and correcting problems, but only one of One reason for analyzing problem-solving information is that problems can have a considerable effect on user motivation and acceptance of a program and manual. In addition, research has shown that users frequently engage in problem solving.. For example, it has been found that between 25 and SO% of the user's time in word processing is spent on problem solving [4]- [7].The inventory begins with an outline of the main stages of problem solving. This description offers a broad framework for examining current practice. Two studies are then reported. The first focuses on obstacles to accessing problem-solving information. It examines how often manuals fail to offer the right keywords, and how often the...

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“…However, Graesser, McNamara and VanLehn (2005) have shown that it is not sufficient to expose learners to good questions; they need to engage with the inquiry. Several conditions can influence a learner's willingness to engage with questions: the learner's level of perplexity, her needs, commitment or courage to challenge her understanding of the issue at hand (Dillon 1986;Van der Meij 1994). One main concern when designing the learning environment has been to engage young students with meaningful mathematical inquiry that supports understanding.…”

Section: Introductionmentioning

confidence: 99%

A Teachable Agent Game Engaging Primary School Children to Learn Arithmetic Concepts and Reasoning

Pareto

2014

Int J Artif Intell Educ

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In this paper we will describe a learning environment designed to foster conceptual understanding and reasoning in mathematics among younger school children. The learning environment consists of 48 2-player game variants based on a graphical model of arithmetic where the mathematical content is intrinsically interwoven with the game idea. The environment also features teachable agents, which are computer programs that can be taught and behave according to their knowledge. Thus, the environment provides both learning-by-doing (playing the game) and learning-byteaching (teaching the agent to play). It differs from other learning-by-teaching systems 1) by targeting basic mathematics and primary grade students; 2) by using teachable agents as an extension to educational games in order to leverage engagement, reflection and learning; and 3) by using an agent-driven question dialogue to challenge students' mathematical thinking, to role-model learner behaviour and to transfer game knowledge to out-of-game mathematics. The teachable agent game is described and evaluated in an authentic classroom study enrolling 443 students from 22 classes in 9 schools. Students range from 2 nd to 6 th grade of mainstream classes and 7 th to 8 th grade for students with difficulties in mathematics. Part of the study was designed as a quasiexperimental study with controls; part was designed to examine students' change in mental models of arithmetic before and after game play. All students took pre-and post mathematics tests. The 314 playing students used the game and taught their agents during regular math-classes for three months, whereas the control classes attended standard instruction and took the tests. A questionnaire was distributed at the end of the study to investigate students' perceptions and performances of the agent-tutoring task. Results show that 1) there is a significant learning gain for playing students compared to controls, 2) the learning environment can engage children in advanced mathematical thinking in early education, 3) young primary students can act as successful tutors. Thus, we conclude that teachable agents in educational games can help achieve deeper levels of learning that transfer outside the game. This idea combines the motivational power of games with the reflective power of a teachable agent asking thoughprovoking, deep questions on the learning material during game play.

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Student questioning: A componential analysis

Cited by 59 publications

References 58 publications

Stimulating situational interest and student questioning through three types of historical introductory texts

Stimulating situational interest and student questioning through three types of historical introductory texts

Does the manual help? An examination of the problem-solving support offered by manuals

A Teachable Agent Game Engaging Primary School Children to Learn Arithmetic Concepts and Reasoning

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