Student Questioning in the Presence of the Teacher During Problem Solving in Science

Pizzini, Edward L.; Shepardson, Daniel P.

doi:10.1111/j.1949-8594.1991.tb12118.x

Cited by 30 publications

(18 citation statements)

References 5 publications

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“…In this regard, student-generated questions are also an important aspect of both self-and peer-assessment (Black, Harrison, Lee, & Marshall, 2002, p. 14). The skill of questioning is also important in problem-solving and decision-making (Pizzini & Shepardson, 1991;Zoller, 1987). Additionally, it has the potential to facilitate productive thinking in students (e.g.…”

Section: The Importance and Role Of Students' Questionsmentioning

confidence: 99%

“…Another schema for categorising students' questions was developed by Pizzini and Shepardson (1991) who suggested that they could be one of three types (input, processing, output), using cognitive levels as a criterion. Input questions require students to recall information or derive it from sense data; processing-level questions demand students to draw relationships among data; and higher-level output questions require students to go beyond the data in new ways to hypothesise, speculate, generalise, create, and evaluate.…”

Section: Nature and Types Of Students' Questionsmentioning

confidence: 99%

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Students' questions: a potential resource for teaching and learning science

Chin

Osborne

2008

Studies in Science Education

531

327

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Students' questions play an important role in meaningful learning and scientific inquiry. They are a potential resource for both teaching and learning science. Despite the capacity of students' questions for enhancing learning, much of this potential still remains untapped. The purpose of this paper, therefore, is to examine and review the existing research on students' questions and to explore ways of advancing future work into this area. The paper begins by highlighting the importance and role of students' questions from the perspectives of both the learner and the teacher. It then reviews the empirical research on students' questions, with a focus on four areas: (1) the nature and types of these questions; (2) the effects of teaching students questioning skills; (3) the relationship between students' questions and selected variables; and (4) teachers' responses to, and students' perceptions of, students' questions. Following this, some issues and implications of students' questions for classroom instruction are discussed. The paper concludes by suggesting several areas for future research that have significant value for student learning.

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Section: The Importance and Role Of Students' Questionsmentioning

confidence: 99%

Section: Nature and Types Of Students' Questionsmentioning

confidence: 99%

Students' questions: a potential resource for teaching and learning science

Chin

Osborne

2008

Studies in Science Education

531

327

View full text Add to dashboard Cite

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“…Marchbad-Ad and Sokolove (2000) also suggest that few questions are asked because teachers often dislike and inhibit students' questions, and Dillon (1988) indicates that students are more likely to ask questions of other students than of their teacher. Student questioning may also be in¯uenced by the instructional model and lesson structures (Pizzini & Shepardson, 1991), by the social structure of the classroom, the students' role as participants, and the controlling function of the teacher's own questions (Dillon, 1988).…”

mentioning

confidence: 99%

Questioning Styles and Students' Learning: Four case studies

Jesus

Almeida

Watts

2004

Educational Psychology

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“…Teachers feel vulnerable when there are a large number of questions coming from the audience -it is often much easier to teach, to lecture, without the distraction and delay of having to deal with a plethora of interruptive questions. Instructional models, then, influence student questioning and lesson structures, so that the classroom environment itself can discourage question-asking (Pizzini & Shepardson, 1991). Nor do any students, it seems, want to call attention to themselves (Good, Slavings, Harel, & Emerson,1987), and asking questions in class can generate both feelings of exposure and vulnerability (Authors, 1997).…”

Section: (Ii) Asking the Questionsmentioning

confidence: 99%

Managing affect in learners' questions in undergraduate science

Pedrosa-de-Jesus

Watts

2012

Studies in Higher Education

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This paper aims to position students' classroom questioning within the literature surrounding affect and its impact on learning. The paper consists of two main sections. First, the act of questioning is discussed in order to highlight how affect shapes the process of questioning, and we describe a four-part genesis to question-asking that we call CARE: the construction, asking, reception and evaluation of a learner's question. This work is contextualised through studies in science education and through our work with university students in undergraduate chemistry, although conducted in the firm belief that it has more general application. The second section of this paper focuses on seven teaching strategies to encourage, ´scaffold´ and manage learner's questions, based here upon the conviction that university students, in this case, learn through questioning, and that an inquiry-based environment promotes better learning than a simple 'transmission' setting.

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Student Questioning in the Presence of the Teacher During Problem Solving in Science

Cited by 30 publications

References 5 publications

Students' questions: a potential resource for teaching and learning science

Students' questions: a potential resource for teaching and learning science

Questioning Styles and Students' Learning: Four case studies

Managing affect in learners' questions in undergraduate science

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