Improving Learning through Interventions of Student-Generated Questions and Concept Maps

Berry, Jack W.; Chew, Stephen L.

doi:10.1080/00986280802373841

Cited by 42 publications

(38 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In a comparative study by Berry and Chew (2008), undergraduate students who generated a minimum of three questions per week related to course content produced higher grades in examinations than the comparison group who generated no questions. They found a significant positive correlation between the number of questions generated and students' test scores.…”

Section: Framing Research Questionsmentioning

confidence: 95%

Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum

Walkington

Griffin

Keys-Mathews

et al. 2011

Journal of Geography in Higher Education

View full text Add to dashboard Cite

This article considers the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills to teach early in the undergraduate curriculum. This article provides a range of practical examples illustrating research skill teaching from geography courses internationally. The case studies demonstrate that by embedding research skill development early, scaffolding provided throughout a degree programme can support geography students as they become producers of knowledge.

show abstract

Section: Framing Research Questionsmentioning

confidence: 95%

Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum

Walkington

Griffin

Keys-Mathews

et al. 2011

Journal of Geography in Higher Education

View full text Add to dashboard Cite

show abstract

“…It has long been recognized that asking students to create questions enhances their engagement with, and understanding of, course materials (Draper, ; Rosenshine, Meister, & Chapman, ), resulting in a more solid retention of concepts (Berry & Chew, ; Chin & Brown, ; Lan & Lin, ). The process of writing multiple‐choice questions—constructing question stems, working out correct answers and distractors, and writing explanations has potential not only to further deepen understanding, but also to develop skills of problem solving and information synthesis (Palmer & Devitt, ; Yu & Wu, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Student use of PeerWise: A multi‐institutional, multidisciplinary evaluation

Kay¹,

Hardy²,

Galloway³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

This study explores the relationship between engagement with an online, free-to-use question-generation application (PeerWise) and student achievement. Using PeerWise, students can create and answer multiple-choice questions and can provide feedback to the question authors on question quality. This provides further scope for students to engage in discussion about the question with their peers. Data on PeerWise use and examination performance were collected from over 3000 students across six large undergraduate courses (in physics, chemistry and biology) over three academic years in three research-intensive UK universities. A reliable and valid measure of overall PeerWise activity was created and a multilevel model developed describing the relationship between PeerWise activity and student performance in end of course examinations. Using this approach, a significant positive association was found between students' engagement with PeerWise and their academic attainment in end of course exams, even controlling for prior ability. The implications of these findings for educators are discussed. Student use of PeerWise 25Theoretical framework Student-generated questions and feedback It has long been recognized that asking students to create questions enhances their engagement with, and understanding of, course materials (Draper

show abstract

“…This can help develop skills of metacognition, as well as generating divergent and convergent questions, thus also developing their higher order thinking skills. Low performing students appeared to have benefited more from generating questions compared to their higher performing counterpart (Berry & Chew, 2015). Student-generated questions have been tried with Key Stage 2 students (Dunlop, Compton, Clarke, & McKelvey-Martin, 2015) in which after given a stimulus, students volunteered questions.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Question Generating Supported by Blended Learning Platform: Issues of Social Justice for Environmental Education

Oversby

Sanders²,

Talib³

et al. 2019

EURASIA J MATH SCI T

View full text Add to dashboard Cite

An element of social justice to be promoted through Environmental Education (EE) is that it questions some features of existing power relationships in education and community. In this paper, we describe an unusual and versatile assessment procedure supported by the blended learning platform that provides a wealth of insight into thinking. It has been trialed with secondary science students in the UK, and with STEM teacher educators in Uruguay and through Edmodo social learning platform under SEAMEO networking school project initiative. The study discovered that educators provide only a few questions, whereas younger participants provide many. We will also describe a session with Uruguayan STEM teacher educators learning to use this unusual method in their teacher training programs. In conclusion, the question generating that is proposed in this study was found to be a useful method for formative assessment both for pupils and for teachers in training especially suited when it is supported by blended learning platforms and digital tools. It provides insights into the way in which participants are thinking about a content area, giving information about the depth and security of understanding and potentially revealing misconceptions.

show abstract

Improving Learning through Interventions of Student-Generated Questions and Concept Maps

Cited by 42 publications

References 12 publications

Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum

Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum

Student use of PeerWise: A multi‐institutional, multidisciplinary evaluation

Question Generating Supported by Blended Learning Platform: Issues of Social Justice for Environmental Education

Contact Info

Product

Resources

About