Role of questions in inquiry-based instruction: towards a design taxonomy for question-asking and implications for design

Tawfik, Andrew A.; Graesser, Arthur C.; Gatewood, Jessica; Gishbaugher, Jaclyn J

doi:10.1007/s11423-020-09738-9

Cited by 28 publications

(24 citation statements)

References 76 publications

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“…Nevertheless, facilitating problem-solving skills is challenging, and during problem-centered learning experiences, the instructor bears much of the responsibility for guiding students to successful outcomes (Tawfik et al, 2020). Likewise, students face challenges while participating in problem-centered learning experiences (Koehler & Ertmer, 2016).…”

Section: Introductionmentioning

confidence: 99%

Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Koehler

Vilarinho-Pereira

2021

Education Tech Research Dev

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Educators consider the development of problem-solving skills in learners to be a primary goal of contemporary teaching and learning efforts. Yet, participating in problem-centered instruction is challenging for learners, and educators have sought different ways of supporting learners as they make sense of complex content. Social media applications are readily available for use by educators, which in turn provides many opportunities for these tools to support teaching and learning activities. While social media affordances offer educators exciting opportunities to support learners in authentic problem-solving contexts, these tools do not come without challenges, and little research has considered how such tools can specifically facilitate the development of learners’ problem-solving abilities. The purpose of this paper is to identify prominent educational affordances of social media and to explore how these identified affordances have the potential to support ill-structured problem-solving activities. This paper offers researchers and educators new directions for facilitating problem-centered learning when using social media.

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Section: Introductionmentioning

confidence: 99%

Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Koehler

Vilarinho-Pereira

2021

Education Tech Research Dev

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“…With respect to Socratic questioning, El-Zakhem (2016) draws attention to its role in encouraging critical thinking through rational arguments. Tawfik et al (2020), also emhasize that an important component of knowledge construction during problem-solving is the ability to ask meaningful questions. Boyer et al (2010) suggest that studying student questions and investigating the impact of instructor questions should be considered complementary lines of research.…”

Section: Asking Questions To Support Learning With Visual Representatmentioning

confidence: 99%

“…Boyer et al (2010) suggest that studying student questions and investigating the impact of instructor questions should be considered complementary lines of research. After they have revised several existing theories in the field (role of questions in inquiry-based instruction), Tawfik et al (2020) conclude that many models focus on how to elucidate and later replicate the expert reasoning process for novices within learning environments. Attaching a teacher prepared question sequence to a self-paced learning session can be seen as a subtle method for aligning the way of thinking of a novice to the reasoning of an expert.…”

Section: Asking Questions To Support Learning With Visual Representatmentioning

confidence: 99%

Improving AlgoRythmics Teaching-Learning Environment by Asking Questions

Kátai¹,

Osztián²

2021

INT J INSTRUCTION

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In this paper the challenge of promoting computational thinking for all by contextualized computing education is addressed. The two phases learning session we designed was implemented in the AlgoRythmics environment which includes ten algorithmic dance choreographies (and attached interactive computer animations). In addition to previous studies that had focused only on supporting students in assimilating the strategy of the studied algorithms, this study examined whether they are able to build on this knowledge by extracting from visualizations some algorithm efficiency related concepts too. To this end, the learning environment was complemented/supplemented with targeted questioning (with and without teacher guidance). Participants (first year undergraduate students) were grouped based on the number of years they had learned programming in high school (0, 1/2 or 4 years). We performed two analyses: (1) group-0 vs. group-1/2 and group-4 (N=181; self-paced setting: algorithm visualization complemented with teacher prepared questions); (2) group-0 (one-group pretest-posttest design, N=46; supplementary Socratic questioning). Research results revealed that the AlgoRythmics environment, if complemented/supplemented with tutorial questionasking, could be an effective instrument in introducing students with no prior knowledge in computing (group-0), even with deeper Computer Science concepts such as algorithm efficiency.

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“…Teachers therefore also understand what the appropriate level of student guidance in an ILS should be. And the teachers understand at what level the questions and assignment in the ILS have to be formulated (Tawfik, Graesser, Gatewood, & Gishbaugher, 2020). When developing an ILS, teachers can start from scratch, or they can copy an existing ILS from another teacher from the Go-Lab website and modify this before using it with their students.…”

Section: Virtual Labs and Go-labmentioning

confidence: 99%

Class Experiences with Inquiry Learning Spaces in Go-Lab in African Secondary Schools

Coenders

Gomes²,

Sayegh³

et al. 2020

AJOTE

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Inquiry Based Learning (IBL) is a form of active learning, often used in STEM education to promote conceptual learning and to acquire scientific investigation skills. This paper reports on a study in which teachers in Kenya, Nigeria and the Republic of Benin implemented IBL embedded in online and offline Inquiry Learning Spaces (ILS) in their classes using the Go-Lab platform (https://www.golabs.eu). After a brief description of the IBL methodology, of lab work and in particular virtual labs for STEM education, of the process of preparing teachers to use IBL in class, and of the context of this study, we highlight the methodology used, and finally report our results. These show that the introduction and class enactment of a digital inquiry based learning platform such as Go-Lab in Africa (i) is possible, although challenging, (ii) does lead to student learning, (iii) for this to take place teacher training is necessary, (iv) the digital infrastructure is present in the schools though minimal and fragile, and (v) a local partner needs to provide assistance when required.

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Role of questions in inquiry-based instruction: towards a design taxonomy for question-asking and implications for design

Cited by 28 publications

References 76 publications

Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Using social media affordances to support Ill-structured problem-solving skills: considering possibilities and challenges

Improving AlgoRythmics Teaching-Learning Environment by Asking Questions

Class Experiences with Inquiry Learning Spaces in Go-Lab in African Secondary Schools

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