Dissertation/Thesis Abstract

Student Questioning: An Exploration of Student Questioning in Diverse Learning Situations
by Evans, Kathryn Marie, M.Sc., California State University, Long Beach, 2020, 57; 27836750
Abstract (Summary)

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.

Indexing (document details)
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
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