Posing Problems for Open Investigations: What questions do pupils ask?

Chin, Cheng Siong; Kayalvizhi, G

doi:10.1080/0263514022000030499

Cited by 76 publications

(76 citation statements)

References 24 publications

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“…From there, this work has considered how wonderment questions are productive for inquiry: for their role in constructing explanations and knowledge [11,13,14], encouraging engagement and argumentation [15,16], designing experiments and investigations [17], and as evidence of students' existing knowledge [13,14,18].…”

Section: A Characterizations Of Questionsmentioning

confidence: 99%

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Problematizing as a scientific endeavor

Phillips

Watkins

Hammer

2017

Phys. Rev. Phys. Educ. Res.

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The work of physics learners at all levels revolves around problems. Physics education research has inspired attention to the forms of these problems, whether conceptual or algorithmic, closed or open response, well or ill structured. Meanwhile, it has been the work of curriculum developers and instructors to develop these problems. Physics education research has supported these efforts with studies of students problem solving and the effects of different kinds of problems on learning. In this article we argue, first, that developing problems is central to the discipline of physics. It involves noticing a gap of understanding, identifying and articulating its precise nature, and motivating a community of its existence and significance. We refer to this activity as problematizing, and we show its importance by drawing from writings in physics and philosophy of science. Second, we argue that students, from elementary age to adults, can problematize as part of their engaging in scientific inquiry. We present four cases, drawing from episodes vetted by a panel of collaborating faculty in science departments as clear instances of students doing science. Although neither we nor the scientists had problematizing in mind when screening cases, we found it across the episodes. We close with implications for instruction, including the value of helping students recognize and manage the situation of being confused but not yet having a clear question, and implications for research, including the need to build problematizing into our models of learning.

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Section: A Characterizations Of Questionsmentioning

confidence: 99%

“…Chin and Kayalvizhi, for example, were concerned with helping students "[i]dentify problems and pose questions that are feasible for investigations" (Ref. [17], p. 269).…”

Section: B Attention To Students' Formulating Questionsmentioning

confidence: 99%

Problematizing as a scientific endeavor

Phillips

Watkins

Hammer

2017

Phys. Rev. Phys. Educ. Res.

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“…To guide students in generating researchable questions on their own, Chin and Kayalvizhi (2002) proposed a typology of investigable and non-investigable questions for use with open investigations. Investigable questions refer to those in which students can find out the answers by designing and performing hands-on investigations themselves.…”

Section: Nature and Types Of Students' Questionsmentioning

confidence: 99%

Students' questions: a potential resource for teaching and learning science

Chin

Osborne

2008

Studies in Science Education

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526

381

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Students' questions play an important role in meaningful learning and scientific inquiry. They are a potential resource for both teaching and learning science. Despite the capacity of students' questions for enhancing learning, much of this potential still remains untapped. The purpose of this paper, therefore, is to examine and review the existing research on students' questions and to explore ways of advancing future work into this area. The paper begins by highlighting the importance and role of students' questions from the perspectives of both the learner and the teacher. It then reviews the empirical research on students' questions, with a focus on four areas: (1) the nature and types of these questions; (2) the effects of teaching students questioning skills; (3) the relationship between students' questions and selected variables; and (4) teachers' responses to, and students' perceptions of, students' questions. Following this, some issues and implications of students' questions for classroom instruction are discussed. The paper concludes by suggesting several areas for future research that have significant value for student learning.

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“…And in studies done in Australia, Murcia (2007) concludes that primary teachers' approaches to questioning in science should arise from students' own curiosity into a context. Following up on ways that teachers' questions can promote that student engagement and scientific curiosity, Chin and Kayalvizhi (2002) suggest the following:…”

Section: Relevant Scholarshipmentioning

confidence: 99%

The Teaching of Inquiry-based Science in Elementary Classrooms: A Bi-national Comparative Reflection of US and Lithuanian Practices

Hansen

Buczyński

2013

IJHE

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This paper offers a comparative reflection on how two nations, the U.S. and Lithuania, are implementing inquiry-based science in elementary classrooms. The qualitative study explored how fourth grade teachers in Southern California and in Lithuania employed effective inquiry-based strategies in their classrooms. A teacher's use of questioning strategies to guide critical thinking and the role of inquiry-based pedagogy plays in promoting student engagement were commonalities in both countries. "Exercise moments", resource conservation, and "voyeuristic investigations" were noted in Lithuanian inquiry practices while pacing guides and standards coverage were prevalent issues in US inquiry practices.

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Posing Problems for Open Investigations: What questions do pupils ask?

Cited by 76 publications

References 24 publications

Problematizing as a scientific endeavor

Problematizing as a scientific endeavor

Students' questions: a potential resource for teaching and learning science

The Teaching of Inquiry-based Science in Elementary Classrooms: A Bi-national Comparative Reflection of US and Lithuanian Practices

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