Effect on learning of postinstructional responses to questions of differing degrees of complexity

2016

ELABORATION AND QUESTION STRATEGY EFFECT ON LEARNING OUTCOMES AND COGNITIVE LOAD Julie Ann Bridges Old Dominion University, 2016 Director: Dr. Jill Stefaniak The purpose of this study was to investigate the effects of instructor-created elaborations, learnercreated elaborations and adjunct questions on learning outcomes in an asynchronous learning environment, using pre-recorded video. The study also investigated the effects of instructor-created elaborations, learner-created elaborations, or adjunct questions on perceived cognitive load. The effect of learning strategy on quality of elaboration was also investigated. Results showed no significant difference in learning outcomes or cognitive load or quality of elaboration, but a post-hoc analysis revealed a significant difference in intrinsic cognitive load for students who used generative strategies while having no gain in learning outcomes.

International Journal of Science Education, 2014

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Journal of Educational Research, 1994

The effects of conceptual orienting questions and differences in prior knowledge on factual learning and problem solving in biology were examined. A total of 107 10th graders were assigned to a control group, an orienting questions group, or an Orienting question-plus-rationale group. After initial training, participants completed a 2-day introductory lesson on genetics. One day after completing the instruction, a posttest was administered. Overall, both question groups outperformed the control group. In addition, problemsolving scores improved proportionately more than fact scores through the use of questions and rationale. Meaningful responses to the embedded orienting questions were greatest for the question-plus-rationale group and were significantly correlated with posttest performance. High-level orienting questions, designed to activate existing knowledge based upon conceptual relevance to forthcoming instruction, are of greatest value when a rationale for their use is provided.

Journal of Research in Science Teaching, 1979

International Congress on Mathematical Education, 2016

Questions and questioning practices are central to teaching, yet we do not have a common professional language to talk about them in teacher preparation and professional learning. This study examined TIMSS video records of practice from three countries looking for patterns in question content and teacher and student interaction to determine the function questions serve in instruction. We found common patterns in function that we used to create a beginning typology, yet observed meaningful differences across countries in how the questions were leveraged in teaching.

1987

To explore how instruction in questioning can enhance teachers' use of questions that promote comprehension and how teachers' instruction of students in such strategies can enhance their ability to comprehend content area texts independently, this paper looks at prereading, during-reading, and postreading questioning activities. The first major section of the paper discusses two kinds of conceptual knowledge involved in the comprehension of expository prose: text structure knowledge and knowledge of text processing strategies. The second section of the paper looks at the kinds of quertioning strategies that have been effective in developing students' comprehension of expository text. Specifically, it uses a reading lesson as a framework for discussing questions used in the prereading, during-reading, and postreading stages of the lesson. The third section of the paper examines the instructional methods that contribute to students' independent use of questioning strategies: (1) direct explanation and modeling, (2) guided practice, and (3) question answer relationships. The paper concludes by noting that the quantity of research focusing on questioning underscores the pervasiveness of questioning strategies in the classroom. (A six-page list of references is provided.) (FL)

As part of the tutorial component of introductory calculus-based physics at the University of Washington, students take weekly pretests that consist of conceptual questions. Pretests are so named because they precede each tutorial, but they are frequently administered after lecture instruction. Many variables associated with class composition and prior instruction (if any) could, in principle, affect student performance on these questions. Nonetheless, the results are often found to be "essentially the same" in all classes. With data available from a large number of classes, it is possible to characterize the typical variation quantitatively. In this paper three questions for which we have accumulated thousands of responses, from dozens of classes representing different conditions with respect to the textbook in use, the amount of prior instruction, etc., serve as examples. For each question, we examine the variation in student performance across all classes. We also compare subsets categorized according to the amount of relevant prior instruction each class had received. A preliminary analysis suggests that the variation in performance is essentially random. No statistically significant difference is observed between results obtained before relevant instruction begins and after it has been completed. The results provide evidence that exposure to concepts in lecture and textbook is not sufficient to ensure an improvement in performance on questions that require qualitative reasoning.

1972

Middle School Research Selected Studies