The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents

The role of representational system in relational reasoning.

“…Today’s students are immersed in an information society where they encounter multiple sources and perspectives across a range of topics on a near daily basis (Goldman & Scardamalia, 2013). While a history student must make sense of multiple authentic documents presenting different information about some historical event (Cameron, Van Meter, & Long, 2017; Reisman, 2012), the biology student is dealing with distinct subsystems that must be combined to understand the whole (Firetto & Van Meter, 2018) and the physics student is working to understand how different representations corresponds to a problem (Kohl & Finkelstein, 2017). Outside of the classroom, these students are confronted with multiple sources presenting different, often conflicting information regarding issues of sociopolitical importance such as climate change (Muis et al, 2015) and health risks (Anmarkrud, Bråten, & Strømsø, 2014).…”

Teachers’ academic training for literacy instruction

“…The content analysis of the 130 courses of our study showed that most of the courses' contents address the core features of literacy instruction: the broad group of Didactics covers the domain of pedagogical content knowledge (Shulman 1986a(Shulman , 2004, and the other disciplinary groups (Reading and Writing, Portuguese Language, Linguistics, Language and Literature) cover the required specific content knowledge for effective reading instruction (Cameron, Van Meter, and Long 2017;Rasinski 2016;Stark et al 2016). With regard to instruction, the disciplinary group of Didactics of most programs seems to extensively focus on pedagogical content knowledge, a basic feature of the instruction of reading and writing (Shulman 1986a(Shulman , 2004König et al 2017).…”

Analysis of student questions contents in English curriculum of Ontario, Canada

“…그런데 이러한 문제는 다른 나라 학생들에게서도 비슷하 게 나타나 여러 연구들에서 학생들이 사실을 확인하는 단순한 질문이나 수업 절차에 대한 질문을 중심 으로 하여 고차적인 수준의 질문은 거의 하지 않는다는 보고를 하고 있다 (Seol, Sharp, Kim, 2011;Keeling, Polacek, Ingram, 2009;Good 외, 1987;Dillon, 1988;Dillon, 1982). (김수란, 2013; 류지헌, 조형정, 윤수정, 2007), 질문을 하도록 도와주는 방안을 모색하거나 (성 창근, 2016;신명경, 이희순, 이효숙, 2010;Wong, Quek, 2010;King, 1994), 학생 질문으로 수업 을 설계하는 방안을 제안하는 (강헌태, 2019;송지언, 2014;Cameron, 2017;Bianchi, Bell, 2008) 등의 연구가 이루어져 왔다.…”