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

2021

This study explored the referential or display questions used in teachers’ scaffolding and investigated if they conform to Initiation-Response-Follow-up model. To do so, 6 teachers in young-adult and 6 in adult department, in each department 3 experienced and 3 inexperienced were analyzed. Being full-time teacher or 3-year period one was considered to distinguish the experienced from inexperienced teachers. Three Reach 2 classes with experienced and 3 with inexperienced teachers in young-adult department, and in adult department, 3 Pre-intermediate 1 classes with experienced and 3 with inexperienced teachers were recorded and analyzed through IRF model. The frequency of referential and display questions and uptakes of scaffolding between teachers were also compared. Results indicated experienced teachers used more display questions in scaffolding adult students, while inexperienced ones preferred referential ones. Conversely, experienced young-adult teachers used more referential qu...

This study aimed to determine the effects of provided and generated questions on the students’ reading comprehension. It was a true-experimental study applying a randomized pretest-posttest control group design. A sample of 99 students were selected from the accessible population of the S-1 students taking the Reading Comprehension Course I. The Ss were then randomly divided into three groups (I, II, and III). Each group thus consisted of 33 students. In this study two types of data were collected: the students’ scores of reading comprehension and the types of questions generated by the students. The findings proved that both provided and generated questions promoted reading comprehension better than reading-only. The result of the investigation also proved that self-questioning was the most effective strategy for comprehending reading selections

American Educational Research Journal, 1968

In this article the notion of control, as applied to student responses, is generalized to include the operant control of attention as opposed to the reinforcement of specific 5 -fl 9ssociations. Research is briefly mentioned which suggests that the traditional rules of programed instruction should be qualified. A major poition of the paper outlines the effect of questions upon reading behaviors. The "cybernetic" and "mathemagenic" approaches to this problem are described and criticized, and an alternative S-R model is offered along with some related data. The view presented 5n this paper is that there are several ways of controlling learning behaviors and the kind of analysis that has fostered current instructional technology can be broadened to include learning from gross rducational materials, such as text and prose passages.

2007

Association for the Advancement of Science (AAAS). Both teachers' video lessons and students' pre-and-post test scores were used to investigate the effects of teachers' types, quality, and quantity of questioning students' knowledge of algebra concepts and skills in variables, change, equality, and equations in middle school students in seventh and eighth grades. The study further explored the relationship between types of questioning, quality of questioning, and quantity of questioning. Later, teachers' intention of asking two types of questions, probing and guiding, and teachers' questioning acquisition methods were studied through face-to-face teacher interviews.

Journal of Literacy Research, 1983

This article reports the results of two studies which investigated the impact of inserted questions on the studying activities of students reading their own course related materials. In both studies macro eye-movements of the students were monitored as they studied texts with or without inserted questions. In Study 1, involving 36 undergraduate university students, the Question Group showed more lookbacks to relevant information than the No Question Group with one of two sets of questions, and more lookbacks to incidental information with both sets of questions. However, neither reading time nor performance on a test differed between the two groups. Study 2 was designed to extend the findings to elementary school children and to examine the effects of ability. A sample of 54 fifth-grade better and poorer readers were given course related materials either with or without inserted questions. Children given inserted questions did not look back to relevant material more often than children without questions. Poorer readers given one of two sets of Preliminary versions of the studies discussed in this article were presented at