A Statistical Analysis of Student Questions in a Cell Biology Laboratory

Keeling, Elena; Polacek, Kelly Myer; Ingram, Ella L.

doi:10.1187/cbe.08-09-0054

Cited by 10 publications

(12 citation statements)

References 17 publications

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“…If the instructor can readily generate high‐level questions well beyond 50, asking the students for 50 is fine; if the instructor struggles to generate 50 good questions because the reading is too simple, change the reading or reduce the number of questions. Use repeated class activities to discuss the different levels of questions to help students identify low‐ and high‐level questions, and to lead students to reflect on the power of complex questions in discussing important issues. Helping students to ask better questions may require specific activities (Keeling et al, 2009). Provide a checklist for students to use when evaluating their references.…”

Section: Discussionmentioning

confidence: 99%

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“Fifty Questions”: Encouraging Students to Ask Questions and Evaluate Information

Bhavsar

Dypiangco

Moreau

2016

Natural Sciences Education

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Two common learning goals in general education science classes are (1) students are able to formulate carefully considered, evidence-based conclusions and (2) students are able to locate and critically evaluate relevant information. To support students in these outcomes, "50 Questions" was created. This multi-step assignment required students to generate many questions, refine one question to investigate, and to gather and evaluate relevant information. The assignment was used in several terms of "AG 101: Agriculture in the Modern World." This article provides the assignment and gives suggestions for improving the assignment for instructors who wish to adopt it. Based on quantitative and qualitative analysis, student work products clearly demonstrated that students made progress from their freshman/sophomore years to their junior/senior years in locating high quality information and being able to evaluate its quality correctly. However, student work did not clearly demonstrate that students made progress in formulating sophisticated questions as they advanced as undergraduates; extra instruction may be needed to support students in this important aspect of formulating inquiries that can lead to robust conclusions. With this caveat in mind, we conclude that the 50 Questions assignment provided an effective entry into the first steps of the critical reading and writing process, supporting student learning while easing the grading burden. • Students make clear progress in the ability to find and evaluate information.• Students do not clearly progress in the ability to formulate sophisticated questions.

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Section: Discussionmentioning

confidence: 99%

“…Use repeated class activities to discuss the different levels of questions to help students identify low‐ and high‐level questions, and to lead students to reflect on the power of complex questions in discussing important issues. Helping students to ask better questions may require specific activities (Keeling et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

“Fifty Questions”: Encouraging Students to Ask Questions and Evaluate Information

Bhavsar

Dypiangco

Moreau

2016

Natural Sciences Education

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“…Questions are an important part of the ongoing scientific research process and have an important educational role (Biddulph, Symington, & Osborne, 1986;Brill & Yarden, 2003;Keeling, Polacek, & Ingram, 2009;Scardamalia & Bereiter, 1992). However, it is difficult to use children's questions in a classroom setting, as they are frequently a negligible component of general classroom learning.…”

Section: Research Approachmentioning

confidence: 99%

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

Baram‐Tsabari¹,

Sethi

Bry

et al. 2010

EURASIA J MATH SCI T

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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.

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“…An honest and sincere question asked by students to dig information is proof that students are deeply involved in the learning (Walsh & Sattes, 2011). However, the question asked by the students was still underemphasized (Keeling et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…According to Cardoso & Almeida (2014), 73.3% of questions created by students in Photosynthesis (N=258) learning were modest questions. Keeling et al (2009) reported that in science education Cell Biology laboratory, 81% of the student wrote LOT questions, and 19% of the student wrote HOT items.…”

Section: Introductionmentioning

confidence: 99%

The Efforts to Foster Students’ Skill in Making Questions through Thinking Tool (Question Matrix) Development

Pramudiyanti

Susilo

Hastuti

et al. 2019

JPII

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Asking questions and making statements is not easy for students. Many researchers have developed a question pattern, but it has several weaknesses. The question pattern generally has not guided the students to ask low to high level of questions; also, they have no idea what the issue is about and how to naturally propose the question. This research aimed to develop a thinking tool named Question Matrix. This thinking tool intends to train students' questioning skills in various question levels based on learning purposes. This research was divided into two; small and large scale. The small scale was performed in the even semester, academic year of 2015/2016 while the large scale was in the even semester, academic year of 2016/2017. The method referred to the 4D (Define, Design, Develop, and Disseminate) model. The sample consisted of 104 students. The data were collected through students' worksheets to collect students' questions and questionnaires to collect the data of students' responses to the use of the question matrix. The data collection was conducted in 8 meetings. The quality of students' questions was scored by using the question quality assessment rubric and categorized according to the revised Bloom taxonomy to determine the percentage of LOT and HOT questions. The research results indicated that Question Matrix had helped the students in making questions. Before the use of Question Matrix, the average small scale research result was 48% (LOT) and 52% (HOT) and increased by 32.50% (LOT) and 67.502% (HOT) after the tool application. In the large scale research, the average cognitive level was 35% (LOT) and 73.5% (HOT). Also, 45.8% of the questions belonged to the 'Good' category. In sum, the findings indicated that the Question Matrix is sufficient to be used as guidance in making questions.

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A Statistical Analysis of Student Questions in a Cell Biology Laboratory

Cited by 10 publications

References 17 publications

“Fifty Questions”: Encouraging Students to Ask Questions and Evaluate Information

“Fifty Questions”: Encouraging Students to Ask Questions and Evaluate Information

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

The Efforts to Foster Students’ Skill in Making Questions through Thinking Tool (Question Matrix) Development

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