Student Questioning Research Articles

Undergraduate Students Develop Questioning, Creativity, and Collaboration Skills by Using the Question Formulation Technique

Asking questions can be one of the most difficult, yet important, steps in driving student inquiry. As post-secondary instructors work to integrate inquiry into classrooms, very few concrete strategies exist for developing and promoting student questioning. The Question Formulation Technique (QFT) is a structured process used widely in K-12 settings that guides students through generating, evaluating, and reflecting on questions. In these contexts, the QFT has been shown to develop important skills, including building creative capacity (divergent and convergent thinking), metacognition, and collaborative teamwork. While we have used QFT in many contexts with undergraduate students, there is very limited evidence of effectiveness and impact beyond K-12. In this study, we explored how students collaboratively developed questions using the Question Formulation Technique (QFT) in an undergraduate upper-division biology class. We documented and explored themes in question generation and collected student group reflections on their experiences. We show that undergraduate students are productive in generating questions using QFT, and asking questions broadly across the course themes, with the number of questions increasing by the end of the term. Students enjoyed the QFT process, were excited by the questions generated, and found the collaborative brainstorming effective. We also reflect on our experiences and provide ideas for other ways QFT can be incorporated into courses to support undergraduate inquiry and research. We found that QFT helps biology undergraduate students ask their own questions and use inquiry to explore concepts creatively and collaboratively.

Student questioning: What does questioning reveal about prior knowledge, historical reasoning and affect?

Students ask historical questions when they are engaged in historical reasoning and trying to understand a particular historical phenomenon. Student questioning can be regarded as the engine and a destination of historical reasoning. This study is aimed at deeper insight into thinking processes underlying students’ historical questions using a general model of questioning and a domain-specific model of historical reasoning. Thirty-three secondary school students were instructed to read a text and underline striking text segments. At the point of underlining, students were asked to verbalize their thoughts. In our protocol analysis we focused on the questions students spontaneously asked while verbalizing their prior knowledge, reasoning, and feelings. It appeared that in half of the 251 analyzed fragments (episodes) students verbalized an extent of historical reasoning and expressed feelings. Questions were mostly asked when students expressed a knowledge deficit, but spontaneous questions were also present in episodes with historical reasoning and episodes with affective responses. All components, activating prior knowledge, realizing a knowledge deficit, historical reasoning and experiencing affective thoughts, help students to ask their questions and help them to process the introduction into a historical topic.

Investigating students’ attitudes toward student questioning in EFL classrooms: Insights from a mixed-method study

Investigating students’ attitudes toward student questioning in EFL classrooms: Insights from a mixed-method study

Answer Me! Factors Affecting Students Propensity to Ask Questions in Class and How Stimuli Polish Student Questioning

Student voluntary question-asking enhances student engagement and academic achievements. Nevertheless, there is little understanding of the mechanism of questioning. Against this background, the primary objectives of the present study were to do a comprehensive evaluation encompassing three dimensions of students questioning behaviour, namely the motivations underlying their question-asking, the types of questions, and the strategies employed in encouraging more questions. This study has found that classroom environment, students self-efficacy and self-awareness, peer influence, and gender & cultural factors are the main factors influencing students propensity to ask questions. Question types can be divided into procedural and content-related, from which students generate their questions. In addition to the unimportant off-task attention questioning, confirmation, on-task attention questioning, and clarification are low-order questioning while evaluation, comparison, problem-solving, cause and effect/correlation, and extended questions are valued as high-order ones. Class material, class strategies, and teacher intervention are supposed to be utilized and upgraded to polish students question-asking in both quantity and quality. Based on the comprehensive analysis, more research should be done into teachers perceptions of receiving and responding to different kinds of questions and their proper intervention in student questioning.

Creativity development through questioning activity in second language education

IntroductionCreativity is an important 21st-century skill that also plays an important role in second language use and development. This study examined the effects of creative pedagogy centered on student questioning activities for second language learners’ creativity, language proficiency, and questioning ability.MethodsIn the Japanese second language course, a creative activity intervention involving questioning activities was conducted for 81 university students. The students were taught how to ask higher-order questions, and they performed questioning activities and discussions about their questions after reading articles for eight lectures in 4 weeks.ResultsAfter the intervention, the quantity and quality of questions asked by participants increased and improved in the Questioning ability test. In the Creative thinking test, the three subscales of creative thinking (fluency, flexibility, and originality) improved after the intervention. In the Language proficiency test, there were also significant changes in vocabulary, grammar, and total scores after the intervention compared to before the intervention.DiscussionThe creative pedagogy significantly improved learners’ creativity, second language performance, and questioning ability, with a particularly positive impact on questioning ability, representing innovative thinking skills. The findings of this study not only contribute to future research on the development of creativity in second language instruction and deepen the exploration of the development of questioning ability for innovative thinking skills.

EFL HIGH-SCHOOL TEACHERS’ PRACTICES OF STRATEGIES FOR CRITICAL THINKING INSTRUCTION IN WRITING CLASSES

This study aims to investigate EFL high-school teachers’ practices of strategies for CT instruction in their writing classrooms. The study was designed as a mixed-method one, using a questionnaire, and classroom observation as collecting data instruments. The sample consists of 103 EFL teachers from 21 high schools in Camau province, in the Mekong Delta region for quantitative data; five out of 103 teachers were purposely chosen to be observed to collect qualitative data. The finding of the study revealed that EFL high-school teachers’ practices of CT strategies used in writing classrooms were at a high level but at the lowest rate. At the same time, the results from classroom observation showed that EFL teachers used three more including setting real writing tasks, presentation, and student questioning in addition to the seven CT strategies presented in the research. From the findings, some pedagogical implications and recommendations are promoted in the hope that EFL teachers can effectively employ strategies for teaching CT in writing classrooms. Finally, the study’s limitations and suggestions for further research were also highlighted.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0059/a.php" alt="Hit counter" /></p>

Enhancing Learning About Epidemiological Data Analysis Using R for Graduate Students in Medical Fields With Jupyter Notebook: Classroom Action Research.

Graduate students in medical fields must learn about epidemiology and data analysis to conduct their research. R is a software environment used to develop and run packages for statistical analysis; it can be challenging for students to learn because of compatibility with their computers and problems with package installations. Jupyter Notebook was used to run R, which enhanced the graduate students' ability to learn epidemiological data analysis by providing an interactive and collaborative environment that allows for more efficient and effective learning. This study collected class reflections from students and their lecturer in the class "Longitudinal Data Analysis Using R," identified problems that occurred, and illustrated how Jupyter Notebook can solve those problems. The researcher analyzed issues encountered in the previous class and devised solutions using Jupyter Notebook. These solutions were then implemented and applied to a new group of students. Reflections from the students were regularly collected and documented in an electronic form. The comments were then thematically analyzed and compared to those of the prior cohort. Improvements that were identified included the ease of using Jupyter R for data analysis without needing to install packages, increased student questioning due to curiosity, and students having the ability to immediately use all code functions. After using Jupyter Notebook, the lecturer could stimulate interest more effectively and challenge students. Furthermore, they highlighted that students responded to questions. The student feedback shows that learning R with Jupyter Notebook was effective in stimulating their interest. Based on the feedback received, it can be inferred that using Jupyter Notebook to learn R is an effective approach for equipping students with an all-encompassing comprehension of longitudinal data analysis. The use of Jupyter Notebook can improve graduate students' learning experience for epidemiological data analysis by providing an interactive and collaborative environment that is not affected by compatibility issues with different operating systems and computers.

Analysis of Evaluative Questions in the Life and Earth Sciences Textbook for Original Teaching Speciality (Grade 10) in Morocco according to Bloom's cognitive levels

This research aimed to analyze the evaluative questions included in the SVT textbook “Manhal Ouloum Al Hayat wa Al Ard” prescribed for the common core students, original teaching branche, through a study conducted in two phases. In the first, we conducted a questionnaire survey devoted to the (40) students about the use of the SVT textbook and its importance in the learning process, using a 17-item form; whereas, in the second we used a special card to analyze (91) evaluative questions included at the end of the first unit of the above-mentioned textbook in light of Bloom's classification of cognitive objectives (knowledge, comprehension, application, analysis, synthesis, evaluation). In finding, the student questioning showed that 80% of them consider that the textbook is an important and extensively used resource for learning either in class or as homework because it meets their learning needs. On the other hand, the analyzed evaluative questions focused on the lowest levels of the cognitive domain with percent of (84%) of the total questions distributed on the knowledge (53%), and comprehension (23%), and application (8%). While it showed weakness in the focus on the higher cognitive levels: the level of analysis got a percentage of questions ranged between (12.5%) ​​and (15.79%), and the percentage of questions related to the level of synthesis did not exceed 5.26%, and there were no levels of evaluation.

Researcher as knowledgeable other in the planning phase of a lesson study in mathematics

It is seen that there are few studies on the role of the knowledgeable other when the literature on Lesson Study [LS] is examined. However, for LS to be better understood and applied in different cultures, the role of the knowledgeable other in LS process should be clarified. This study aimed to determine the role of the researcher as the knowledgeable other in the planning phase of LS in the Turkish context. The study used a qualitative research method of action research design. The study participants were two mathematics teachers selected by convenience sampling and working in a public middle school in one of Turkey's central districts of a big city in the Central Anatolian Region. The data were collected by video-camera recording and analyzed by content analysis. As a result of the study, it was determined that the knowledgeable other contributed to the teachers participating in the study within the framework of the following seven themes: teaching approach, mathematical process skills, planning, student recognition knowledge, material use, guidance, and questioning. At the end of the study, there was a discussion on these themes, and some suggestions were made.

Interaction in the Mathematics Class: The Shaping Process of Inquiry-based Learning

This paper focuses on the forms of interaction that occur in a mathematics class. It explores ways to assist students in adopting the practice of questioning and improving their ability to participate in the mathematics lesson. In particular, the study examines how the practice of student questioning can affect communication. By describing the shaping process of an inquiry-based learning class, it proposes an exploratory method to introduce students to the mathematical practice of questioning. The main outcome of the study is that the dynamic presence of student inquiry can significantly transform traditional mathematical communication in the classroom into alternative forms.

Night on Earth

Night on Earth

Using digital canvas to facilitate student questioning in large lecture classes: a mixed-methods study

ABSTRACT A lack of student questioning is faced by many universities, where a large lecture is a common practice. Emerging technologies bring about possibilities to fill this gap. This study followed constructivist learning theory and used a digital canvas as a Digital Question Board (DQB) for students to freely pose questions and respond using mobile technology. A mixed-methods study with a quasi-experiment was conducted to investigate its effect. The study was conducted in two sections of an introductory research methodology course in a large comprehensive university in eastern China (n = 253). The pre–post quasi-experiment lasted six weeks. The data from surveys, observation, and online posts (log data) revealed that when the instructor discussed student questions after every 20–30 min in large lecture classes, students with DQB access had a significantly higher frequency of questioning than those without a DQB. The presence of the DQB enriched the types of questions and responses and encouraged mostly on-task learning questions. With technology, students employed a non-linear, constructivist questioning process and actively contributed to the co-construction of knowledge.

Promoting Student Questioning in EFL Classroom: Teacher’s Strategies in 2013 Curriculum Context

The government expects that the learning process in the 2013 curriculum uses inspiring, interactive, fun, and challenging activities that engage students’ participation in the class. The students’ involvement and critical thinking in meaningful learning are increased when the students ask questions productively in the classroom. However, Indonesian EFL students are indicated to have little space for interacting in the classroom, not to mention questioning. For that reason, this study aims to explore the teacher’s strategies in encouraging student questioning in EFL class. A qualitative research design was conducted through observation, interview, and questionnaire. The findings showed that the teacher used various strategies in promoting student questioning: providing a free question time, using turn-taking questioning, evolving a receptive classroom atmosphere, and giving explicit instruction in the teaching and learning process. Finally, this study implies that Indonesian EFL students would be encouraged to ask questions actively when: (a) the activities to pose questions were set; (b) objects or topics of questioning to scaffold students were provided; (c) classroom climate was accepted questions; (d) clear instructions were given. Thus, student questioning could be raised through instructional interventions from the teacher.

Improving Students' Questioning Skills Level through Inquiry Training Learning Using Digital Learning Tools

Background: One of the important student abilities is questioning. The observations of SMPN 2 Kadudampit students showed low student questioning ability. Thus, this research aims to find out the usefulness of digital learning tools for blended learning with an inquiry training model to improving students' questioning skills. Method: pre-experimental design. The subject of the study was a grade 8A student at SMPN 2 Kadudampit. To collect data on this study, questioning levels observation sheets, observation sheets of student activities in learning, and interview sheets of students. The data is analyzed quantifiably using T-Test and described. Result: Learning inquiry training assisted by digital learning tools can be carried out with the highest percentage of student activities at the highest learning by 70%. The average ability to ask students at synthetic levels is 36% of the total student questions. Conclusion: From the results of the study can be concluded that through learning inquiry training assisted digital tools can improve the ability to ask students at a higher level than before.

Hooked On Questioning How the Teacher-Librarian Can Change Questioning Practices In Their Schools

Questions are an essential tool used in all teaching situations. This paper summaries current research on the best ways to ask questions and suggests how teacher-librarians can use this knowledge to guide their teaching faculties towards more effective classroom practice. It provides a guide for planning questions to incorporate a range of thinking from the cognitive, creative, and affective domains and gives practical examples of the ways this might be achieved. Essential questions are briefly discussed and the need to support and encourage student questioning is demonstrated. Determined to bring about change, the teacher-librarians used videos, Power Point, web quests, Inspiration, and the school intranet in alerting their staff to the teaching and learning opportunities afforded by good questions. How this was does and the progress and pitfalls of their endeavours are outlined.

Improving Student Asking Activity by Using Learning Start with a Question (LSQ) Learning Method

<p><em>This study aims to meet whether the Learning Start With A Question (LSQ) learning method can be used to improve the results of questioning activeness in grade IV SD Negeri Pereng. This research method is Classroom Action Research (PTK), using the model of Kesmis and Mc. Taggart. The subjects in this study were the fourth grade students of SD Negeri Pereng, Tasikmalaya Regency, totaling 17 students. Data collection techniques in the form of student observation sheets, tests to determine the ability to ask questions and administrative learning documents. The results showed that the use of the Learning Start With A Question (LSQ) learning method in social studies learning could increase the activeness of the fourth grade students of SD Negeri Pereng, Tasikmalaya Regency. Based on the test results obtained by students at the end of each cycle, it showed an increase in student questioning activity. The average completeness in the first cycle was 47.35, and the average completeness in the second cycle was 67.64, while the average of the third cycle was 78.82. The results show that the quality of the learning process, especially in questioning activeness, has increased.</em><em></em></p>

Penerapan Model Pembelajaran Quiz Team Untuk Meningkatkan Hasil Belajar Ekonomi Peserta Didik Kelas XI IPS 2 SMAN 8 Kediri Di Semester Ganjil Tahun Pelajaran 2018/2019

Economic Learning in SMAN 8 Kediri specifically in class XI IPS 2, so far it is still being agreed by the teacher. The student's questioning activity is still low. Mostly, students do not understand the concepts and the interrelationships between economic concepts. The researcher chose the Quiz Team learning method. Researchers chose the Quiz learning model because learning with the opinion of Silberman. The Quiz Team is a technique to increase participants' responsibility for what they do in a fun and non-scary way. This active learning type of Quiz Team is a technique to increase the responsibility of students towards what they improve through fun and non-frightening ways. In this study, researchers used the action research design model Kemmis and Mc. In the research design there are four stages of research namely planning (planning), action (implementation), observation (observing) and reflection (reflection). In cycle 1, researchers divided 3 large groups, A, B, and C, each group consisting of 11 students. The researcher chooses three topics which will be presented in three segments. The results of the study increased the number of students who achieved minimal completeness in each cycle. In cycle 2, researchers divided the group into smaller ones, in cycle II there were 6 groups, A, B, C, D, E and F. In cycle II, researchers divided into 6 national income calculation concepts namely the concept: Gross Domestic Product (GDP), Gross National Product (GNP), Net National Product (NNP), Net National Income (NNI), Personal Income (PI), Disposible Income (DI). Indicators Success in improving student learning outcomes in this study was seen from 80% of students completing KKM (with a value of 77). The results of the study increased the number of students who achieved minimal completeness in each cycle. At the 42% level (14) students complete KKM. In cycle 1 Approximately 61% (20) of students have completed KKM. In cycle 2, around 82% or 26 students completed KKM. The data has increased from pre-cycle to cycle 2.
 Keywords: Learning Outcomes, Class XI IPS 2, National Revenue, Quiz Team.

Question Asking and the Common Good: A Hermeneutic Investigation of Student Questioning in Moral Configurations of Classroom Practice

This qualitative study (based on a hermeneutic moral-realist interpretive frame (Yanchar & Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking (with an emphasis on design in education). Findings are presented as four key tensions that occurred within the complex classroom setting under investigation: “theory and overlapping practices,” “convergence and divergence,” “participation and reticence,” and “give and take.” Overall, these thematized tensions point to a dynamic interplay between student agency and the common good of the class. These findings have significant implications for understanding student questioning experiences and the study of classroom interactions.

Activities of Student Centralisation, Questionnaire, Modelling, and KBAT Among Science and Non-Science Students

The purpose of this study was to identify whether or not there was a significant difference in the variables of student centralisation, teacher questioning, teacher modelling and high-level thinking skills of students based on class stream for low-performing school students in Kudat, Sabah, Malaysia. This quantitative study used a survey method involving 250 respondents from the stated population. This study referred to the Absorption Learning Model (Swartz, Fischer and Parks, 1998) as the basis model for the study. The data were analysed using the T-test with Statistical Packages for Social Science (SPSS) version 22. Based on the class stream in Kudat district, the findings showed that there was a significant difference in the involvement of student centralisation between Science and non-Science students; there was no significant difference in teachers' questioning between Science and non-Science students; there was no significant difference in teacher modelling between Science and non-Science students; there was a significant difference in thinking skills level between Science and non-Science students. It is hoped that this study can provide useful inputs for improving the practice of teaching infusion of teachers to students from every class stream in Kudat region in particular and throughout Malaysia in general.

Differences in Activities, Teacher Questioning, Teacher Modelling and High Level Thinking Skill Based on Races in Kudat, Sabah

The purpose of this study was to identify whether or not there are significant differences in the variables of student centralization, teacher questioning, teacher modelling and high level thinking skill of students based on the race of primary school students in Kudat, Sabah, Malaysia. This quantitative study used a survey method involving 250 respondents from the stated population. This study referred to the Absorption Learning Model (Swartz, Fischer and Parks, 1998) as its basis. Data analysis was done using one way ANOVA analysis with Statistical Package for Social Science (SPSS) version 22. Based on the students in Kudat district, the results showed that Dusun students as Islamic minorities were mostly interested in the questionnaire and modelling of teachers in the class. In addition, all students from every ethnic group have the same tendency towards the continuity of socialisation from outside the classroom such as student centring activities and high-level thinking skills for Islamic Education subjects. It is hoped that this study will provide useful inputs for improving teachers' infusion teaching practices on racial diversity and religious background in Kudat and other regions.