Questions of chemistry

Jesus, Helena Pedrosa de; Teixeira‐Dias, J. J. C.; Watts, Michael

doi:10.1080/09500690305022

Cited by 65 publications

(22 citation statements)

References 10 publications

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“…Many instructors have tried various pieces of the participatory exam technique on classroom problems (including non-exam problems), and aspects have been studied individually (disconnected from others) more rigorously. For example, some instructors have students generate questions (and sometimes answers), as a study tool or to foster class discussion [de Jesus et al, 2003;Dolinsky, 2001;Foos et al, 1994;Hargreaves, 1997;Merrill, 1994;Silva, 1995]. Others have students grade peers' projects, either sharing them online or after a class presentation [Hersam et al, 2004;Reynolds, 2004;Richards et al, 2004;Wiswall and Srogi, 1995].…”

Section: Participatory Exam Activitiesmentioning

confidence: 99%

Acceptance of Educational Technology: Field Studies of Asynchronous Participatory Examinations

Wu¹,

Hiltz²,

Bieber³

2010

CAIS

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This research examines asynchronous participatory examinations, a new technology-mediated assessment strategy especially suitable for online courses. The participatory exam innovation utilizes information technology to support engaging students in the entire examination lifecycle, including creating and solving problems, and grading solutions. These learning processes enable students to not only gain new knowledge but also to strengthen their assessment skills. A five-semester field study in the U.S., supplemented by a small scale replication in Austria, investigated how participatory exams can facilitate higher-order learning and what explains students' acceptance of the innovation. An extended version of the Technology Acceptance Model (TAM), adapted to the educational context, predicts acceptance based on three key constructs: -perceived enjoyment,‖ -perceived learning,‖ and -recommendation for use.‖ The study results support the premises that participants perceive learning from all stages of the cooperative exam process, and that the innovation acceptance is a function of both intrinsic motivations (e.g., enjoyment of the experience) and extrinsic motivations (e.g., perception that one has learned from the process). 452Volume 26 Article 21 Increasing the effectiveness of online learning is of special interest to information systems researchers. Learning together online in a -virtual classroom,‖ instead of in a physical classroom, has become one of the most prevalent applications of IT; by Fall 2007 over 3.9 million university students in the U.S. were taking an online course [Allen and Seaman, 2008]. In addition, -e-training‖ courses are increasingly prevalent in the corporate sector. A great deal of investment in organizations is allocated to IT end-user training to enhance business productivity and competitiveness [Compeau and Higgins, 1995]. However, little attention has been paid to the quality of corporate etraining procedures and the assessment of learning outcomes. Currently, e-training is the trend for corporate IT training because of low cost, time and location flexibility. Though our study did not take place in a corporate etraining environment, many of the students who participated were being sponsored by their organizations, and the Volume 26

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Section: Participatory Exam Activitiesmentioning

confidence: 99%

Acceptance of Educational Technology: Field Studies of Asynchronous Participatory Examinations

Wu¹,

Hiltz²,

Bieber³

2010

CAIS

View full text Add to dashboard Cite

show abstract

“…On the other hand, such inventories are generally restricted to the specific focus producing only a limited view of what may or may not be formative about attitudes to science. Furthermore, a great deal of research studies have focused on students' questions in classroom settings Chin and Kayalvizhi 2002;Colbert et al 2007;Costa et al 2000;Dahlgren and Öberg 2001;de Jesus et al 2003;Harper et al 2003;Hofstein et al 2005;Marbach-Ad and Sokolove 2000). However, there is little known about students' questions produced outside of the classroom settings.…”

mentioning

confidence: 97%

“…Student-generated questions can be used as an indicator of their understanding (de Jesus et al 2003), knowledge and conceptions in their mind (Marbach-Ad and Sokolove 2000; Thompson 1924), their curiousness (Commeyras 1995) and their interests (Ram 1991;Thompson 1924). However, students' interests are generally measured using Likert-type scales.…”

mentioning

confidence: 99%

Questions About Physics: The Case of a Turkish ‘Ask a Scientist’ Website

Yerdelen-Damar

Eryılmaz

2009

Res Sci Educ

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The physics questions submitted to an 'ask a scientist' website were classified with respect to field of interest in physics, type of requested information in the question (factual, explanatory, etc.), and motivation for asking the question (applicative or nonapplicative). In addition, differences in the number of females' and males' questions in these classifications were determined. Analysis of 995 physics questions submitted to the website indicated that modern physics questions (30.7%) were the most frequent while vibrations and wave motion questions (3.3%) were the least frequent. More than half of the questions (57.8%) were submitted to request factual information. Motivation to ask a question was inferred from the question, and was generally not related to direct and/or personal application. There were obvious differences in the number of questions asked by females and males: 84.7% of questions were asked by males while 15.3% were asked by females. However, significant gender differences were not observed in field of interest in physics, type of information requested in the question, and motivation for asking the question.

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“…The Importance and Role of Student Questioning Because student-generated questions are an important element in the teaching/ learning/ assessment process (De Jesus, Teixeira-Dias, & Watts, 2003), many researchers have emphasized the role of student questioning. With regard to student assessment, questions help learners monitor and self-evaluate their understanding (Chin, 2006;Graesser, Person, & Huber, 1992;King, 1989;Wong, 1985), higher-order thinking (Dori & Herscovitz, 1999) and higher-level cognitive skills (Hofstein, Navon, Kipnis, & Mamlok-Naaman, 2005;Shodell, 1995).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Improving Chinese junior high school students’ ability to ask critical questions

Huang

Lederman

Cai³

2017

J Res Sci Teach

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The present study explores ways to enhance students’ question‐asking ability (i.e., the ability to ask critical questions), which is the premise of scientific inquiry and a precondition for effective science teaching. A survey of junior high school students in Zhejiang province in China showed that students’ questioning behavior was not well developed and that their ability and willingness to question authority were weak. These results are consistent with an educational culture that dictates that textbooks and science teachers are always correct and cannot be questioned. The intervention involved several designed cases that included the explicit teaching of questioning strategies and ample opportunities to ask questions for inquiry and question card use. After the intervention, a dependent t‐test of several dimensions was conducted, the students’ question‐asking consciousness and question quality were compared, and the frequency distribution of different levels of questions was analyzed and compared. The development of question‐asking ability was further identified in the interviews. The efficacy and implications of the treatment for enhancing the critical question‐asking ability of middle‐school students in Chinese science classrooms are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 9999:963–987, 2017

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Questions of chemistry

Cited by 65 publications

References 10 publications

Acceptance of Educational Technology: Field Studies of Asynchronous Participatory Examinations

Acceptance of Educational Technology: Field Studies of Asynchronous Participatory Examinations

Questions About Physics: The Case of a Turkish ‘Ask a Scientist’ Website

Improving Chinese junior high school students’ ability to ask critical questions

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