Beyond Who, What, Where, When, Why, and How: Preparing Students to Generate Questions in the Age of Common Core Standards

Humphries, Jean Marie; Ness, Molly

doi:10.1080/02568543.2015.1073199

Cited by 17 publications

(21 citation statements)

References 25 publications

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“…The ability to structure or generate questions is an important skill which students need to have and for this purpose, teachers should give examples of the questions and train students in how to structure or generate questions [13]. Humphries and Ness [12] stated that QG is an activity which encourages critical reasoning in order to generate the questions and to give response to those questions.…”

Section: Resultsmentioning

confidence: 99%

“…Humphries and Ness [12], QG is a promising strategy in reading in which readers ask themselves about what they are reading and in this way, higher order thinking skills or critical thinking skills are stimulated and developed.…”

Section: Introductionmentioning

confidence: 99%

“…Humphries and Ness [12] found that some studies reported the benefit and the effectivenes of question generation. National Reading Panel [14] found the effectiveness of teaching QG students, in which the students have freedom to pose questions and to give answers, and question-generation helps students to remember, review, identify and integrate main ideas to draw a conclusion.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Question-Generation Strategy on Improving the Undergraduate Students’ Reading Ability

Thohir¹,

Nawawi²,

Amin³

et al. 2020

Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019)

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This study was aimed at examining the effectiveness of Question-Generation (QG) Strategy in improving the reading ability of the undergraduate students and at finding out the students' perceptions of the use of QG strategy in reading. To these ends, this study adopted a mixed method which employs the combination of quantitative and qualitative approaches. Forty-five students at the fourth semester at the English department of Mataram University were involved in this study. To collect the data needed, the pre-and post-test were given to the students and the questionnaire was distributed. The data gotten from the tests were analyzed quantitatively with the help of SPSS and those data gotten from the questionnaire were analyzed qualitatively by following three general steps: reducing, displaying, and drawing conclusion. The findings from the t-test (-19.097) indicated that there was a significant difference between the mean scores of the students in the pretest (67.69) and posttest (77.27), and thus, the use of QG strategy was effective in improving the students' reading ability. Further, the questionnaire results indicate that most of the students stated that QG strategy could improve their reading comprehension and it encouraged them to read critically and creatively.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Question-Generation Strategy on Improving the Undergraduate Students’ Reading Ability

Thohir¹,

Nawawi²,

Amin³

et al. 2020

Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019)

View full text Add to dashboard Cite

show abstract

“…This may have contributed to a lack of association among student perceptions of this practice and subscales of the MRQ such as challenge, curiosity, and importance of reading. The infrequency with which student-generated questions was reported was not surprising because teacher support and scaffolding is required for students to engage effectively in this practice (Humphries & Ness, 2015;McNamara, Ozuru, Best, & O'Reilly, 2007). As one participating teacher commented to the PI, she would like to provide more opportunities for her students to generate their own questions, but "there isn't time."…”

Section: Discussionmentioning

confidence: 99%

Motivation, Needs Support, and Language Arts Classroom Practices: Creation and Validation of a Measure of Young Adolescents’ Perceptions

Pennington

2017

RMLE Online

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Early adolescence is a critical time for examining academic motivation, specifically motivation to read. To support self-determined motivation to read, students' needs for competence, autonomy, and relatedness must be met within the classroom context. Because classroom instructional practices are a key component of adolescents' daily experiences in the classroom, research that investigates the influence of these practices on students' intrinsic motivation to read is needed. In addition, the perceptions of students regarding the degree to which classroom instructional practices meet students' needs as well as the influence of classroom instructional practices on students' motivation to read should be considered. The field is lacking an established measure of early adolescents' perceptions of classroom instructional practices and the degree to which they support students' needs (i.e., competence, autonomy) and intrinsic motivation to read. This study, guided by selfdetermination theory, sought to address this gap in the literature by developing and validating a measure called the Language Arts Reading Practices Survey (LARPS). This measure assessed student perceptions of the degree to which classroom instructional practices in the language arts classroom support students' needs for competence, autonomy, and students' self-determined motivation to read. The results of this study provide preliminary support for the validity of the LARPS.

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“…Barriers to question‐asking extend beyond parent–child contexts. Even in the classroom, research suggests that students and teachers ask few high‐level, deep questions (Chin & Osborne, 2008; Engel, 2009; Humphries & Ness, 2015). Encouraging children to ask questions about STEM topics in schools may be difficult for a variety of reasons.…”

Section: Figmentioning

confidence: 99%

Questions in a Life‐Sized Board Game: Comparing Caregivers' and Children's Question‐Asking across STEM Museum Exhibits

Gaudreau

Bustamante

Hirsh‐Pasek

et al. 2021

Mind Brain and Education

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Parkopolis, the life-sized board game, was designed to promote conversation and science, technology, engineering, and mathematics (STEM) learning. We investigated whether this exhibit also prompted questioning. Caregivers' and children's STEM-related question-asking was compared between Parkopolis (i.e., experimental group) and a STEM-themed control exhibit. Groups (N = 197) of children and caregivers visiting two exhibits in a museum were observed. Observations revealed that caregivers and children asked more mathematical questions in Parkopolis than in the control. Caregivers also asked more spatial questions in Parkopolis. In addition, when all STEM-related question topics (i.e., mathematical, spatial, and scientific thinking) were combined, children asked more STEM-related questions in Parkopolis than in the control. Finally, children responded to a higher proportion of caregivers' questions in Parkopolis than in the control. Factors that promoted this question-asking in Parkopolis, such as signage and the interactive nature of the exhibit, can inform the design of other informal learning spaces to promote question-asking.Asking and answering questions fuels children's learning (Chouinard,

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Beyond Who, What, Where, When, Why, and How: Preparing Students to Generate Questions in the Age of Common Core Standards

Cited by 17 publications

References 25 publications

The Effectiveness of Question-Generation Strategy on Improving the Undergraduate Students’ Reading Ability

The Effectiveness of Question-Generation Strategy on Improving the Undergraduate Students’ Reading Ability

Motivation, Needs Support, and Language Arts Classroom Practices: Creation and Validation of a Measure of Young Adolescents’ Perceptions

Questions in a Life‐Sized Board Game: Comparing Caregivers' and Children's Question‐Asking across STEM Museum Exhibits

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