Generating Students’ Information
Seeking Questions in the Scholar
Lab: What Benefits Can We Expect
From Inquiry Teaching
Approaches?

Torres, Tarcilo; Milicic, Beatriz; Soto, Carlos; López, Vicente Sanjosé

doi:10.12973/eurasia.2013.934a

Cited by 4 publications

(2 citation statements)

References 46 publications

(40 reference statements)

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“…A large number of educational researchers have investigated the role of laboratories in physics education. This is because having students participate in science lab activities brings many benefits (Tores, Milicic, Soto, & Sanjosé, 2013). However, science researchers have realized the limitations of traditional research aimed to find whether students in inquiry-based physics laboratory activities show more expert-like epistemologies of experimental physics and better course performance relative to courses using cookbook guided laboratory activities.…”

Section: Inquiry-based Teachingmentioning

confidence: 99%

Effects of Inquiry-Based Teaching on Chinese University Students’ Epistemologies About Experimental Physics and Learning Performance

Shi

Wang

2020

JBSE

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Section: Inquiry-based Teachingmentioning

confidence: 99%

Effects of Inquiry-Based Teaching on Chinese University Students’ Epistemologies About Experimental Physics and Learning Performance

Shi

Wang

2020

JBSE

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“…Entonces, debería haber una relación entre tipo de pregunta formulada y tipo de inferencia intentada. Esta relación estrecha ha sido probada en los últimos años repetidamente (Sanjosé-López & Torres-Valois, 2014; Sanjosé-López, Torres-Valois & Soto-Lombana, 2013;Torres, Duque, Ishiwa, Sánchez, Solaz-Portolés & Sanjosé, 2012;Torres, Milicic, Soto & Sanjosé, 2013).…”

Section: Origen Y Tipología De Las Preguntas De Los Estudiantes En CIunclassified

Preguntas formuladas en educación científica: un estudio comparativo colombiano-español

Valois

López

2016

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ResumenLa formulación de preguntas es un potente recurso para el aprendizaje de las ciencias. El objetivo del presente trabajo fue evaluar el desarrollo de la competencia metacognitiva por medio de la formulación de preguntas. En este estudio se usaron dos dispositivos experimentales de ciencias con un comportamiento inesperado. Se pidió a los participantes realizar preguntas destinadas a comprender su funcionamiento. La evaluación contrastó el desempeño de estudiantes colombianos con estudiantes españoles equivalentes. Los resultados mostraron que los colombianos formulan significativamente más preguntas en general, y más preguntas de alta calidad, que los estudiantes españoles. Se concluyó que estos estudiantes han desarrollado su control de la comprensión de un modo eficaz. Palabras claveComprensión; procesos de aprendizaje; aprendizaje activo Transferencia a la prácticaEvaluaciones transnacionales como el Programa Internacional para la Evaluación de Estudiantes o Informe PISA consideran el reconocimiento y la formulación de preguntas para contestar mediante la ciencia, como una de las destrezas básicas en la alfabetización científica. La formulación de preguntas por los estudiantes es un elemento necesario para el aprendizaje por investigación y un recurso potente para la comprensión de la ciencia (Chin & Osborne, 2008). Además, saber preguntar se asocia con el desarrollo de destrezas metacognitivas cruciales en el éxito académico (Wang, Haertel & Walberg, 1993). Por tanto, enseñar a preguntar trasciende la educación científica y plantea el desafío educativo de cómo llevarlo a las aulas. AbstractAsking questions is a powerful resource to learn science. The aim of this study was to evaluate the development of metacognitive competencies by asking questions. In this study two experimental devices of science were used with unexpected behavior. Participants were asked to ask questions to understand their operation. The assessment contrasted the performance of Colombian students with equivalent Spanish students. The results showed that Colombians significantly ask more general questions, and more questions of high quality, than Spanish students. We concluded that these students have developed their control of understanding effectively. Transfer to practiceTransnational evaluations as the Programme for International Student Assessment, or PISA consider the recognition and formulation of questions to be answered by using science as one of the basic scientific literacy skills. Asking questions by students is a necessary element of learning through research and a powerful resource for understanding science (Chin & Osborne, 2008). In addition, knowing how to ask questions is associated with the development of metacognitive skills that are crucial for academic success (Wang, Haertel & Walberg, 1993). Therefore, teaching to ask a question transcends science education and raises an educational challenge of how to bring it to the classroom. Mots clésCompréhension; processus d'apprentissage; apprentissage actif Résumé La f...

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Research on the Quality Evaluation System of Pharmacy Open Experimental Teaching

Wang

Pei-ge

Zitong

et al. 2017

EURASIA J MATH SCI T

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Aim to establish a scientific and reasonable quality evaluation method of pharmacy open experimental teaching mode. Method The pharmacy open experiment is embodied in the forms of amateurism, nature of curriculum and graduation design; three different forms of quality evaluation system are established according to the three different forms of open experimental teaching. Results The established quality evaluation system of pharmacy open experimental teaching mode breaks the traditional single evaluation mode; embodies the student-oriented educational thought; and also conduces to improve the enthusiasm and proactivity of students to participate in the experiment, achieve teaching objectives, and increase teaching quality. Conclusion The research also has certain enlightening effect on the reform of assessment and evaluation mode of pharmacy open experimental teaching of higher education in China.

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Generating Students’ Information Seeking Questions in the Scholar Lab: What Benefits Can We Expect From Inquiry Teaching Approaches?

Cited by 4 publications

References 46 publications

Effects of Inquiry-Based Teaching on Chinese University Students’ Epistemologies About Experimental Physics and Learning Performance

Effects of Inquiry-Based Teaching on Chinese University Students’ Epistemologies About Experimental Physics and Learning Performance

Preguntas formuladas en educación científica: un estudio comparativo colombiano-español

Research on the Quality Evaluation System of Pharmacy Open Experimental Teaching

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