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Science begins with questions. Scientific questions in the classroom can produce the intrinsic motivation to pursue learning. In this study, student questions were collected in three different learning situations: where content was tangible and familiar to students, abstract but still familiar, and abstract and unfamiliar. Analysis of the student-generated questions demonstrated that more investigable questions were asked in a tangible familiar learning sequence. The results indicate that hands-on experience and prior knowledge of a topic encourage a high output of investigable questions.
Advisor: | Colburn, Alan |
Commitee: | Henriques, Laura, Gomez Zwiep, Susan |
School: | California State University, Long Beach |
Department: | Science Education |
School Location: | United States -- California |
Source: | MAI 82/4(E), Masters Abstracts International |
Source Type: | DISSERTATION |
Subjects: | Science education, Education |
Keywords: | Questioning, Questions, Student questioning, Student questions |
Publication Number: | 27836750 |
ISBN: | 9798684675126 |