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.
|Commitee:||Henriques, Laura, Gomez Zwiep, Susan|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 82/4(E), Masters Abstracts International|
|Subjects:||Science education, Education|
|Keywords:||Questioning, Questions, Student questioning, Student questions|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be