What do pupils think of open science investigations? A study of Singaporean primary 6 pupils

Chin, Cheng Siong; Kayalvizhi, G

doi:10.1080/0013188042000337596

Cited by 33 publications

(18 citation statements)

References 28 publications

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“…Some research has indicated that student-generated questions in the learning process have potential to guide student learning and knowledge construction (Chin & Brown, 2000;Chin & Osborne, 2008;Maskill & Pedrosa de Jesus, 1997a;Yu, 2009); facilitate their discussion and debate, thereby improving the quality of classroom discussion (Chen, Chiu, & Wu, 2012;Chin & Brown, 2002); help them to evaluate and monitor their self-understanding (Rosenshine et al, 1996); increase their learning motivation in a topic by inspiring their epistemic curiosity (Chin & Kayalvizhi, 2005;Chin & Osborne, 2008); and enhance their engagement in the course (Bates, Galloway, & McBride, 2012). Also, student-generated questions can "help create a positive attitude to classes" and benefit students "by helping them master the knowledge" (Madsen, 1983;Yu & Hung, 2006).…”

Section: Student Question Generation Affects Students' Learning Motivmentioning

confidence: 99%

Investigating the Effects of Flipped Learning, Student Question Generation, and Instant Response Technologies on Students’ Learning Motivation, Attitudes, and Engagement: A Structural Equation Modeling

Chen

2018

EURASIA J MATH SCI T

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In recent years, flipped learning has grown in popularity and been more widely adopted as a mechanism of enabling active learning, which is used in different educational scenarios. This paper describes a novel extension of flipped learning by integrating student question-generation and an instant response system into the higher education curriculum and examining the impacts of this extension on students' learning motivation, attitudes, and engagement. Data were obtained from 54 sophomores at Zhejiang University, China, and the data were tested using the partial least squares structural equation modeling approach. The results indicated that this research model predicted 47.3% of the variance of learning motivation, 78.6% of the variance of attitudes toward learning, and 62.4% of the variance of learning engagement. Also, the results showed that the constructs of flipped learning and student question generation have a positive impact on the students' learning motivation, attitudes, and engagement. In contrast, though the instant response system also has a positive impact on students' engagement, it does not influence motivation or attitudes. Instructional implications and research suggestions are provided based on the results of the study.

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Section: Student Question Generation Affects Students' Learning Motivmentioning

confidence: 99%

Investigating the Effects of Flipped Learning, Student Question Generation, and Instant Response Technologies on Students’ Learning Motivation, Attitudes, and Engagement: A Structural Equation Modeling

Chen

2018

EURASIA J MATH SCI T

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“…For example, Chin and Kayalvizhi (2005) found that about threequarters of the Grade 6 students in their study preferred investigating questions that they themselves posed compared with simply answering the investigative questions given in their practical activity books. These students reported feeling 'happy', 'excited', or 'proud' about generating their own questions for the investigations, and described the experience of investigating their own questions as 'thrilling', 'fun', and 'interesting'.…”

Section: Increasing Students' Motivation and Interest In A Topicmentioning

confidence: 99%

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

Chin

Osborne

2008

Studies in Science Education

Self Cite

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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“…This goal refers to procedural literacy. It is described by processes such as formulating questions and hypotheses, predicting, collecting data, interpreting data, synthesizing information and making conclusions (Chin & Kayalvizhi, 2005). Teachers in South Africa who were surveyed (Kriek & Basson, 2008) have indicated that they require more training in teaching science inquiry.…”

Section: The Concept Of Scientific Literacy and Its Implications For mentioning

confidence: 99%

Critical Friendship, Collaboration and Trust as a Basis for Self-Determined Professional Development: A case of science teaching

Ramnarain

Modiba

2013

International Journal of Science Education

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This paper describes the development of curriculum design expertise from the perspective of a teacher reflecting on a science lesson. His involvement in the research process resulted in a selfdetermined professional development strategy. The description comes from data collected through lesson observations and an in-depth stimulated recall discussion to probe and uncover the teacher's understanding of the importance of the curriculum design principles related to his lesson. These data are supplemented with lessons plans studied over several months. Views expressed indicate that the professional development of the teacher was grounded in trust and trust-building that took time. The views also, suggest, amongst other issues, how empowerment evaluation can be used in enabling development in curriculum design.

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What do pupils think of open science investigations? A study of Singaporean primary 6 pupils

Cited by 33 publications

References 28 publications

Investigating the Effects of Flipped Learning, Student Question Generation, and Instant Response Technologies on Students’ Learning Motivation, Attitudes, and Engagement: A Structural Equation Modeling

Investigating the Effects of Flipped Learning, Student Question Generation, and Instant Response Technologies on Students’ Learning Motivation, Attitudes, and Engagement: A Structural Equation Modeling

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

Critical Friendship, Collaboration and Trust as a Basis for Self-Determined Professional Development: A case of science teaching

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