Self-generated Questions Research Articles

Question generation type and organizational cues in video learning: A study on their effects on online learning behaviors

This study examined the influence of question generation types and organizational cues on video learning. Participants were 100 undergraduate students randomly assigned to view videos that differed in terms of question generation type (instructor-generated vs. self-generated) and organizational cues (with vs. without). The results revealed that self-generated questions led to superior learning performance and higher cognitive load compared to instructor-generated questions in the absence of organizational cues, but when combined with organizational cues, there was no significant difference between the instructor and self-generated questions. Additionally, students who engaged with self-generated questions demonstrated a higher frequency of interaction and seeking behaviors and meta-cognition. Mediation analysis further indicated that self-generated questions, compared to instructor-generated questions, improved learning performance by increasing both the seeking frequency and cognitive load. These findings underscore the importance of question generation and organizational cues in video learning. They also have practical implications for design and use of video learning: if students are required to generate questions by themselves, it is better not to provide organizational cues; this will foster their engagement (more research behaviors and higher cognitive load) and thus their learning. In contrast, if they must answer questions generated by the instructor, the presence or absence of organizational cues does not matter.

Probing artificial intelligence in neurosurgical training: ChatGPT takes a neurosurgical residents written exam

IntroductionArtificial Intelligence tools are being introduced in almost every field of human life, including medical sciences and medical education, among scepticism and enthusiasm. Research questionto assess how a generative language tool (Generative Pretrained Transformer 3.5, ChatGPT) performs at both generating questions and answering a neurosurgical residents’ written exam. Namely, to assess how ChatGPT generates questions, how it answers human-generated questions, how residents answer AI-generated questions and how AI answers its self-generated question. Materials and methods50 questions were included in the written exam, 46 questions were generated by humans (senior staff members) and 4 were generated by ChatGPT. 11 participants took the exam (ChatGPT and 10 residents). Questions were both open-ended and multiple-choice.8 questions were not submitted to ChatGPT since they contained images or schematic drawings to interpret. Resultsformulating requests to ChatGPT required an iterative process to precise both questions and answers. Chat GPT scored among the lowest ranks (9/11) among all the participants). There was no difference in response rate for residents’ between human-generated vs AI-generated questions that could have been attributed to less clarity of the question. ChatGPT answered correctly to all its self-generated questions. Discussion and conclusionsAI is a promising and powerful tool for medical education and for specific medical purposes, which need to be further determined. To request AI to generate logical and sound questions, that request must be formulated as precise as possible, framing the content, the type of question and its correct answers.

The Multifaceted Role of Self-Generated Question Asking in Curiosity-Driven Learning.

Curiosity motivates the search for missing information, driving learning, scientific discovery, and innovation. Yet, identifying that there is a gap in one's knowledge is itself a critical step, and may demand that one formulate a question to precisely express what is missing. Our work captures the integral role of self-generated questions during the acquisition of new information, which we refer to as active-curiosity-driven learning. We tested active-curiosity-driven learning using our "Curiosity Question & Answer Task" paradigm, where participants (N=135) were asked to generate questions in response to novel, incomplete factual statements and provided the opportunity to forage for answers. We also introduce new measures of question quality that express how well questions capture stimulus and foraging information. We hypothesized that active question asking should influence behavior across the stages of our task by increasing the probability that participants express curiosity, forage for answers, and remember what they had thereby discovered. We found that individuals who asked a high number of quality questions experienced elevated curiosity, were more likely to pursue missing information that was semantically related to their questions, and more likely to retain the information on a later cued recall test. Additional analyses revealed that curiosity played a predominant role in motivating participants to forage for missing information, and that both curiosity and satisfaction with the acquired information boosted memory recall. Overall, our results suggest that asking questions enhances the value of missing information, with important implications for learning and discovery of allforms.

Urinary and Fecal Continence in Adolescent and Adult Patients With Cloacal Exstrophy

ObjectiveTo evaluate the prevalence of urinary (UI) and fecal incontinence (FI) and the incontinence-related quality of life (QoL) in adolescent and adult patients with cloacal exstrophy (CE) in Germany. Patients and MethodsCE-patients of a tertiary care center and the German support group for anorectal malformations (SoMA e.V.) were included (October 2015 until September 2020). Data were assessed using a composed questionnaire consisting of 18 self-generated questions and two validated German questionnaires (King's health questionnaire, Questionnaire on Quality of Life in Fecal Incontinence (FLQAI)). ResultsOut of 23 included patients, 19 had continent and 3 incontinent urinary diversions (UD), 1 was unspecified; 2/23 were on dialysis. 73.7% (14/19) had undergone bladder augmentation, 4/19 had a pouch, 1/19 a neobladder. 94.7% (18/19) had a continent cutaneous channel and performed intermittent self-catheterization. UI was common (71.4%, 15/21). Neither the UD nor the involuntary loss of urine itself had a significant impact on QoL. Comparing the King's health questionnaire results, UI-related QoL of CE-patients was significantly lower than in a published reference group. 78.3% (18/23) had a bowel stoma. 34.8% (8/23) reported involuntary stool-soiling. Neither the way of bowel-emptying nor involuntary stool-soiling itself showed significant influence on FI-related QoL in the FLQAI. FLQAI items showed significant differences only for one of two published reference groups. ConclusionLong-term incontinence rates in adolescent and adult CE-patients are high. Incontinence-related QoL was reduced compared to published reference groups but was minimally influenced by incontinence itself, the type of UD or the way of bowel-emptying, respectively.

The Inventory of Physical Activity Barriers for Community-Dwelling Adults 50 Years of Age and Older: Development and Preliminary Validation.

Health care providers, including physical therapists, need to identify the reasons for insufficient physical activity (PA) to assist the 56% to 73% of community-dwelling adults 50 years of age and older who are not performing the recommended 150 minutes of moderate to vigorous PA. Currently, there is no feasible, multifactorial tool to assess PA barriers among this population. Without a tool, health care providers must either rely on self-generated questions or collate results from multiple assessments to identify PA barriers related to personal, social, and environmental factors, which can be time-consuming and incomplete. To develop the Inventory of Physical Activity Barriers (IPAB), an assessment tool that examines personal, social, and environmental PA barriers. We developed and psychometrically evaluated the IPAB using a 3-phase process. For phase 1, we used a deductive method to develop the initial scale. During phase 2, we refined the scale and explored its psychometric properties by collecting cross-sectional pilot data on community-dwelling adults 50 years of age and older. We used descriptive statistics, item-scale correlations, construct validity via Mann-Whitney U test, and internal consistency via Cronbach α to analyze the data from phase 2. After identifying the scale's potential for being valid and reliable, we implemented phase 3, a modified Delphi technique. Using item-scale correlations, descriptive statistics, and consensus among PA experts, we refined the initial scale from 172 items to 40 items. The 40-item IPAB demonstrated good construct validity (determined by the scale's ability to differentiate between individuals who did and did not meet 150 min/wk of moderate to vigorous PA; P = .01) and internal consistency (Cronbach α of 0.97). Our preliminary results suggest that the IPAB is valid and reliable. Using the IPAB, health care providers will be able to identify patients' PA barriers and thus develop individualized PA prescriptions, an evidence-based method of increasing PA.

Reckoning

Reckoning

Promoting Middle School Students' Science Text Comprehension via Two Self-Generated "Linking" Questioning Methods.

This quasi-experimental study examined training in two types of reading strategies: self-generated questions either connecting to prior knowledge (Extra-Text) or connecting between the text’s parts (Within-Text). Immediate and long-term effects were assessed on ninth graders’ science text comprehension, versus an untrained control group. The three student groups (N = 193) received the same study unit of scientific texts and accompanying tasks, either with/without training in self-generated questioning. PISA-based science literacy assessments (phenomenon identification, scientific explanation, and evidence utilization) were collected at baseline, immediately after intervention, and at 4-month follow-up. Results from both short- and long-term assessments indicated that those learners trained to generate questions about within-text connections reached significantly higher science text comprehension achievements than the other two groups – students trained to generate questions connecting to their prior knowledge and control students who received no support for generating questions. Findings may contribute to the design of support methods and teaching strategies for promoting literacy in general and scientific literacy in particular.

Perspectives from Transgender and Gender Diverse People on How to Ask About Gender.

Purpose: When inquiring about the gender of research participants, most studies use self-generated questions about gender or questions prepared by researchers that have been evaluated for comprehension by transgender and gender diverse (TGD) and cisgender individuals. However, many gaps still exist in this area, including identifying how TGD people would like to see their gender represented in questions about gender identity. To address this issue, we explored the perspectives of TGD people regarding the construction of questions about gender. Methods: In this online study of 695 TGD people (Mage = 25.52), participants provided written suggestions for how to ask about gender and these responses were analyzed thematically. Data were collected between fall 2015 and summer 2017. Results: Three broad categories of responses emerged: (1) specific identities to include in response options; (2) specific questions to ask about gender; and (3) qualifiers/nuanced considerations. Conclusion: Participants provided a variety of suggestions for how to ask about gender and future research is needed to explore the implementation of these suggestions. Recommendations are provided for options that researchers can explore for how to ask about gender. These findings highlight the ways that TGD people would like their gender to be asked about, which is necessary information to ensure that questions about gender reflect TGD people's identities accurately.

Fukushima Triple Disaster and the Road to Recovery: a Qualitative Exploration of Resilience in Internally Displaced Residents.

Six years after the March 2011 Triple Disaster, over 35,000 Japanese individuals remain in temporary housing. Evacuated residents, many of who are elderly, face mental health challenges. This study evaluates the well being of individuals living in temporary housing within Fukushima. Reactions to relocation were explored using Photovoice, a community-based participatory research method, in which a set of research questions are examined qualitatively through photographs and interviews. Seven participants (average age=69.7) were provided cameras to answer a set of self-generated questions, a process that was repeated three times. An initial analysis found resilience among participants, which was explored using a theoretical framework of resiliency. Residents discussed how relocation has disrupted their lives and coping strategies they employ to ameliorate stressors. They were often optimistic and future-oriented, stating that they wanted to "live strong" after the disaster. These resilient mindsets were personified in action: all engaged in hobbies, critical for their emotional well being. Participants also emphasized the importance of community and familial support. The evidence of resilience in participants is encouraging, suggesting that these vulnerable elderly internally displaced residents are recovering from the disruption of relocation. These themes should be explored in larger temporary housing communities. Considering the number of relocated individuals today, understanding how to foster resilience could be used to inform the development of future temporary housing shelters.

The use of questions in a synchronous intercultural online exchange project

AbstractIn this digital era, online intercultural exchange has gained increased popularity in language and culture education. However, concerns arise over its productiveness and efficacy in engaging participants cognitively. In addition, there is a paucity of research on out-of-classroom synchronous online exchange projects, let alone those involving Chinese English learners and English-speaking Chinese learners. Guided by the social constructivist theory, this study examined the productiveness of a small-scale intercultural online exchange project from its quality dimension measured by the participants’ use of questions. The purpose was to gain a better understanding of the dynamics and educational value of online synchronous text communication in language and culture learning. Participants were six English learners from China and six English-speaking Chinese learners from the U.S. Unlike many previous intercultural exchanges, this project was entirely independent from the curricula on both sides. Within a certain time frame, participants chose when and where exactly the synchronous text chat took place. Data analyses focused on the self-generated questions found in chat logs. Although participants seemed to self-generate more lower-order than higher-order thinking questions, the latter were frequently used in the process of online discussion to engage learners from both sides in critical thinking and self-reflection. Differences in the use of questions were found across dyads, languages, and groups of participants. Implications for future research and project design were discussed.

Investigating students' interest in chemistry through self-generated questions

This study investigates Turkish students' (age 15 or older) interest in chemistry by analysing 1027 of their self-generated chemistry-related questions, which had been submitted to a popular science magazine. These questions were classified based on the field of interest, the cognitive level of the question, and the stimulating impetus for asking the question. In addition, gender-related patterns were noted in these three categories. Those results demonstrated that males asked overwhelmingly more questions than females in an informal setting. In general, students mostly asked questions about “states of matter and solutions” and “nuclear chemistry and chemistry of the elements.” Most of the students asked for the properties of a variable and sought to learn about factual and explanatory types of information. The driving factors that led students to ask questions were mostly non-applicative stimulus. Significant differences emerged in some categories. For example, while males were more interested in comparison and causal relationships, females were more interested in specific information about properties. Moreover, while males tended toward seeking methodological information, making predictions, asking open-ended questions, and making general requests for information, females were more interested than males in factual and explanatory types of information. The implications of students' self-generated chemistry questions for science curriculum reform and teaching are discussed in this paper.

Investigating Turkish Primary School Students’ Interest in Science by Using Their Self-Generated Questions

This paper reports on an attempt to investigate Turkish primary school students’ interest in science by using their self-generated questions. We investigated students’ interest in science by analyzing 1704 self-generated science-related questions. Among them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample may represent a group of students who have a higher level of motivation to seek sources of information outside their formal education and have more access to resources than the students of low social classes. To overcome this problem, 739 students were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture of socioeconomic areas and also to cover different students’ profile. Students’ questions were classified into two main categories: the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics, nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching and school science curriculum to meet students’ needs and interest. The findings from our study tend to challenge existing thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have different patterns. Some aspects of students’ self-generated questions and their implications for policy, science curriculum reform and teaching are discussed in this paper.

Identifying Students' Interests in Biology Using a Decade of Self-Generated Questions

An identification of students’ interests in biology can help teachers better engage their pupils and meet their needs. To this end, over 28,000 self-generated biological questions raised by students from kindergarten through graduate school were analyzed according to age and gender. The sample demonstrated a dominance of female contributions among K- 12 students. However, girls’ interest in submitting questions dropped as they grew older. Topics popular among different age groups of males and females were identified, and the development of interest was described. Ways in which students’ interests can be incorporated into a standard-based curriculum are discussed, mainly as a trigger for the learning of less popular subjects which are required by the curricula.

Interest in Biology: A Developmental Shift Characterized Using Self-Generated Questions

Research Article| November 01 2007 Interest in Biology: A Developmental Shift Characterized Using Self-Generated Questions Ayelet Baram-Tsabari, Ayelet Baram-Tsabari Search for other works by this author on: This Site PubMed Google Scholar Anat Yarden Anat Yarden Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2007) 69 (9): 532–540. https://doi.org/10.2307/4452223 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Ayelet Baram-Tsabari, Anat Yarden; Interest in Biology: A Developmental Shift Characterized Using Self-Generated Questions. The American Biology Teacher 1 November 2007; 69 (9): 532–540. doi: https://doi.org/10.2307/4452223 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

Interest In Biology: A Developmental Shift Characterized Using Self-Generated Questions

Why Are Interested in Interest? Within the science-education community, much thought has been given to the question of people should know about science. In contrast, the question of people are interested in knowing about is rarely considered. Interest refers to a differential likelihood of investing energy in one set of stimuli rather than another (Csikszentmihalyi & Hermanson, 1995). It is a form of intrinsic motivation, which refers to doing something because it is inherently interesting or enjoyable (Ryan & Deci, 2000), in contrast to extrinsic motivation, which refers to doing something because it leads to a separable outcome such as praise or avoiding punishment (Vallerand et al., 1992). Interest is a powerful motivator (Deci, 1992), which differs from most other motivational concepts by its content specificity (Krapp, 2002). Although positive relationships have been reported between individual interest and a wide range of indicators of learning (Schiefele, 1998), the potential benefits of motivation for school reform have been largely ignored (Anderman, 1997). The issue of students' interests may also be viewed in the context of the voice in movement. Involving students in decisions about their life in school is viewed as a useful and pragmatic practice, as well as an important moral and educational principle (Davie & Galloway, 1996). However, until recently, the pupil's voice was marginalized or neglected by educational researchers. The student was regarded as an object of study but not as someone who could make an informed judgment on what should be taught in school science courses (Jenkins & Nelson, 2005). This is not only true for formal K-12 science education. Too often television science programs reflect a lack of interest in the audience and its needs. What questions would most people really like to have answered about science? asks LaFollette (1992), adding that We know little about which facts the audience is interested in. Jenkins (1999) examined the implications of citizen science, i.e., science which relates in reflexive ways to the concerns, interests and activities of citizens as they go about their everyday lives, for the form and content of school science education. He suggested constructing science curricula that enable young people to engage in science-related issues that are likely to be of interest and concern to them (Jenkins, 1999). This idea has also been present in the recommendations of several organizations, including the National Research Council (1996) and the American Association for the Advancement of Science (1993), which proposed that science curricula provide a common basis of knowledge while addressing the particular needs and interests of students. Therefore, the ability to identify students' interests in science plays an important role in improving existing curricula to meet their needs. Compared to other science subjects, biology enjoys the most popularity among students (Qualter, 1993; Dawson, 2000; Osborne & Collins, 2000; Baram-Tsabari & Yarden, 2005; Murray & Reiss, 2005; Baram-Tsabari et al., 2006) and adults (Falchetti et al., 2003), especially among females. According to results from the ROSE project in Denmark (Busch, 2005) and England (Jenkins & Nelson, 2005), girls are most interested in biological topics regarding health, mind and well-being. Results from the ROSE project in Finland indicated that boys are more interested than girls in basic processes in biology (such as ecology and cell biology), whilst girls find human biology and health education more interesting than boys (Uitto et al., 2005). Interest in biology is not a constant trait--it changes with age. Stawinski (1984) found that among 13--to 16-year-old students, human biology becomes important while interest in plants and animals decreases. Older pupils' interest in human biology is well-attested to by a number of studies, including one conducted in England (Osborne & Collins, 2000), and another in Israel (Tamir & Gardner, 1989). …

Using questions sent to an Ask-A-Scientist site to identify children's interests in science

Interest is a powerful motivator; nonetheless, science educators often lack the necessary information to make use of the power of student-specific interests in the reform process of science curricula. This study suggests a novel methodology, which might be helpful in identifying such interests—using children's self-generated questions as an indication of their scientific interests. In this research, children's interests were measured by analyzing 1555 science-related questions submitted to an international Ask-A-Scientist Internet site. The analysis indicated that the popularity of certain topics varies with age and gender. Significant differences were found between children's spontaneous (intrinsically motivated) and school-related (extrinsically motivated) interests. Surprisingly, girls contributed most of the questions to the sample; however, the number of American girls dropped upon entering senior high school. We also found significant differences between girls' and boys' interests, with girls generally preferring biological topics. The two genders kept to their stereotypic fields of interest, in both their school-related and spontaneous questions. Children's science interests, as inferred from questions to Web sites, could ultimately inform classroom science teaching. This methodology extends the context in which children's interests can be investigated. © 2006 Wiley Periodicals, Inc. Sci Ed90:1050–1072, 2006

Denial and violence:Paradoxes in men’s perspectives to premarital sex and pregnancy in Rural Zimbabwe

This paper describes the perspectives of men on premarital sex and pregnancy in rural Zimbabwe. It is based on data collected using three qualitative methods including focus group discussions and individual interviews among men and women, and self-generated questions and statements among school youth. The paper illuminates the paradoxes of denial and violence implicit in the way men speak: as relatives on the one hand and as and as partners on the other regarding pregnancy in girls.The men say they react violently to premarital pregnancy, but neither do they tolerate sexual activity, or allow contraceptive information or service for unmarried daughters and sisters, even though their accounts paradoxically suggest that sexual abuse of young girls is rampant. Despite denying them preventive service and information, men speaking as partners expect girls to have knowledge about sexuality, the menstrual cycle and pregnancy. They blame their girlfriends for getting pregnant, despite indications from the accounts of the girls that it is male partners who pressure the girls into unprotected sexual activity. In suchcircumstances, the girls say the pregnancy may translate into unsafe, induced abortion. These are complexities at the micro-level that need to be understood for any meaningful programme to improve adolescent sexual and reproductive health.

Integrating the imposed query into the evaluation of reference service: A dichotomous analysis of user ratings

A secondary analysis of a user survey administered in 13 public libraries examined user ratings of reference services by transaction type. Transaction type is defined dichotomously as self-generated (users transacting questions they have determined for themselves) or imposed (agent users in the library seeking information on behalf of someone else). Users with self-generated questions rated library services lower than did users with imposed questions. Both groups rated the library experience lower than their reference desk experience, and imposed queries were responsible for proportionately higher “first time” use of the reference desk. No significant difference existed between groups for ratings of finding useful information in the library, finding everything wanted in the library visit, frequency of library use, or levels of attained formal education. There were significant differences found for ratings of the reference librarian's service behaviors, user satisfaction with reference service, and frequency of reference desk use.

Gendered construction of sexual risks: implications for safer sex among young people in Kenya and Sweden

This study compared perceptions of sexual risk and sexual practices among youth in Kenya and Sweden. Self-generated questions on the body, perceptions of sexual risk and sexual practices were collected in Kenya while focus group discussions and individual interviews on these same issues were used in Sweden. The most striking differences between the two countries were in the level of knowledge on matters of sexuality and the ability to talk with ease on these matters. The refusal in Kenya to provide adolescents with information and services has left the ‘safe period’ as their only protective option and pregnancy as the overriding concern. Communication at the partner level and lack of condom use are problematic in both countries and even where access to information and preventive services exist these may not be used optimally. In both countries, boys had more sexual freedom, while girls were controlled through labelling and rumours, and girls were assigned responsibility for safer sex. We conclude that sexual education should be based more broadly on an understanding of the social norms defining sexual behaviour. It is at the level of sexual relations that the tensions between culturally-defined sexual and gender norms and public health assumptions should be addressed, a level at which health policy and education are silent in both countries.

Imposed Queries in the School Library Media Center: A Descriptive Study

This work replicates and builds on a pilot study designed to test the theoretical model of information-seeking behavior called the imposed query. The same cross-sectional approach was used to collect data at the pilot site and at two other similar schools, and interviews were conducted with the school library media specialist, teachers, and students at the pilot site. Major quantitative findings include the persistence of a relationship between grade level and question type, gender difference in library use at the pilot site, and a significant difference in prevalence rate for one school as compared with the other two. Qualitative findings identify teachers, the school library media specialist, parents, and children as imposers. Children were most hindered by limited reading skills, showed a preference for browsing and known items, demonstrated a limited ability to assess information critically, and used a wider variety of sources for imposed queries than for self-generated questions.