Journal articles: 'Students' questions'

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Arzi, Hanna J., and Richard T. White. "Questions on students' questions." Research in Science Education 16, no. 1 (December 1986): 82–91. http://dx.doi.org/10.1007/bf02356821.

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Barnes, David. "Students asking questions." ACM SIGCSE Bulletin 29, no. 4 (December 1997): 38–41. http://dx.doi.org/10.1145/271125.271151.

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Wijayanti, Rina, Sri Widoretno, and Slamet Santosa. "Peningkatan Keterampilan Bertanya (Posing Question) melalui Penerapan Discovery Learning pada Materi Ekosistem di Kelas X Imersi 1 SMA Negeri 2 Karanganyar Tahun Pelajaran 2013/2014." BIO-PEDAGOGI 3, no. 2 (October 2, 2014): 41. http://dx.doi.org/10.20961/bio-pedagogi.v3i2.5336.

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This research’s aim is to improve the posing question skill of the students in X Imersi 1 of SMA Negeri 2 Karanganyar academic Year 2013/2014 about ecosystem material through discovery learning application. This research is a class action research which consists of three cycles. Each cycle contains planning, implementing, observing and reflecting. The research subject is the students in X Imersi 1 of SMA Negeri 2 Karanganyar Academic Year 2013/2014. The data source is from the questions that cover the quantity and quality of the question. The question’s quantity is counted from the sum of questions that is given by the students while the question’s quality is counted from the sum of questions’ kind that is given by the students based on their thinking process and knowledge dimension. Data collecting techniques of this research are using observation, interview and documentation then data validation is using triangulation method. Data analyzing technique of this research is descriptive qualitative analysis which is done in three components, they are: data reduction, data presentation and drawing the conclusion or verification. The research’ procedure is using spiral mode which is interdependent. The result of the research shows that the implementation of discovery learning improves the students’ posing question skill that covers the quantity and quality of the question. The question’s quantity improvement from pre-cycle to the first cycle is 70 questions, the first cycle to the second cycle is 46 questions and the second cycle to the third cycle is 20 questions. Then the question’s quality improvement from pre-cycle to the first cycle is 29,16%, the first cycle to the second cycle is 17,18% and the second cycle to the third cycle is 16,14%. This research’s conclusion is the implementation of discovery learning can improve the posing question skill of the students in X Imersi 1 of SMA Negeri 2 Karanganyar academic Year 2013/2014 about ecosystem material. Key Words: discovery learning, posing question skill

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Cavey, Laurie O., and W. Ted Mahavier. "Seeing the Potential in Students' Questions." Mathematics Teacher 104, no. 2 (September 2010): 133–37. http://dx.doi.org/10.5951/mt.104.2.0133.

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Responding to students' questions is a critical part of teaching mathematics (Cavey, Whitenack, and Lovin 2006; NCTM 1991; Schifter 1996). A particular response may either stifle a student's inquiry or, ideally, stimulate his or her interest in mathematics. Although formulating responses that have the potential to engage students in developing new mathematical insights is challenging, we believe that this skill can be developed. We have found it helpful to view this challenge as a matter of recognizing the mathematics of a student's question—that is, the mathematics the student understands as well as the mathematics he or she may be ready to learn

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Cavey, Laurie O., and W. Ted Mahavier. "Seeing the Potential in Students' Questions." Mathematics Teacher 104, no. 2 (September 2010): 133–37. http://dx.doi.org/10.5951/mt.104.2.0133.

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Responding to students' questions is a critical part of teaching mathematics (Cavey, Whitenack, and Lovin 2006; NCTM 1991; Schifter 1996). A particular response may either stifle a student's inquiry or, ideally, stimulate his or her interest in mathematics. Although formulating responses that have the potential to engage students in developing new mathematical insights is challenging, we believe that this skill can be developed. We have found it helpful to view this challenge as a matter of recognizing the mathematics of a student's question—that is, the mathematics the student understands as well as the mathematics he or she may be ready to learn

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Sung, Chang-Geun. "Effect of mathematics instruction with students' questions using question card." Education of Primary School Mathematics 19, no. 3 (July 31, 2016): 249–60. http://dx.doi.org/10.7468/jksmec.2016.19.3.249.

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Pertiwi, Sinta, and Evie Kareviati. "THE IMPLEMENTATION AND THE STUDENT'S RESPONSES OF GUIDED QUESTION TECHNIQUE IN TEACHING WRITING RECOUNT TEXT." PROJECT (Professional Journal of English Education) 4, no. 2 (March 15, 2021): 193. http://dx.doi.org/10.22460/project.v4i2.p193-201.

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The research is aimed to investigate the implementation and to find out student’s responses to the guided questions technique in teaching writing recount text. The research used descriptive qualitative method. The data was obtained from observation and questionnaire. The research was conducted at SMPN 5 Cimahi which the participant was the 35 students of VIII – G. The result of the research showed that the guided question technique was implemented under the theory. It can be seen from the use of basic questions to gathering the ideas and the steps of implementing the guided question technique were done while the teaching-learning process. Guided questions technique also helps students in understanding the material. Meanwhile, the students gave a positive response toward the guided questions technique's implementation with 76.3% of students agree that the guided question technique is interesting and easy to use. Moreover, with the average 97%, attention aspect being the highest average indicator which can be illustrated that the guided questions technique was interesting and enjoyable. Keywords: Writing, Recount text, Guided question, Student's response

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Jensen-Vallin, Jacqueline. "Teaching Students to Formulate Questions." PRIMUS 27, no. 2 (July 7, 2016): 189–201. http://dx.doi.org/10.1080/10511970.2016.1192073.

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Higgins, Paul. "Promoting Students' Responses to Questions." College Teaching 47, no. 3 (August 1999): 101. http://dx.doi.org/10.1080/87567559909595795.

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Taggart, Germaine L., Paul E. Adams, Ervin Eltze, John Heinrichs, James Hohman, and Karen Hickman. "Fermi Questions." Mathematics Teaching in the Middle School 13, no. 3 (October 2007): 164–67. http://dx.doi.org/10.5951/mtms.13.3.0164.

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How middle school students view mathematics is a function of what they learn and how they learn it. Evidence from actual classrooms shows that a serious disconnection sometimes occurs between what students think mathematics can deliver and the real world (Burrill 1997). Students must have the opportunity to discover multiple ways to solve real-life problems through problem solving, using estimation and conjecture, and developing critical communication skills in the classroom.

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Stringer, J. K., Sally A. Santen, Eun Lee, Meagan Rawls, Jean Bailey, Alicia Richards, Robert A. Perera, and Diane Biskobing. "Examining Bloom’s Taxonomy in Multiple Choice Questions: Students’ Approach to Questions." Medical Science Educator 31, no. 4 (May 25, 2021): 1311–17. http://dx.doi.org/10.1007/s40670-021-01305-y.

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Abstract Background Analytic thinking skills are important to the development of physicians. Therefore, educators and licensing boards utilize multiple-choice questions (MCQs) to assess these knowledge and skills. MCQs are written under two assumptions: that they can be written as higher or lower order according to Bloom’s taxonomy, and students will perceive questions to be the same taxonomical level as intended. This study seeks to understand the students’ approach to questions by analyzing differences in students’ perception of the Bloom’s level of MCQs in relation to their knowledge and confidence. Methods A total of 137 students responded to practice endocrine MCQs. Participants indicated the answer to the question, their interpretation of it as higher or lower order, and the degree of confidence in their response to the question. Results Although there was no significant association between students’ average performance on the content and their question classification (higher or lower), individual students who were less confident in their answer were more than five times as likely (OR = 5.49) to identify a question as higher order than their more confident peers. Students who responded incorrectly to the MCQ were 4 times as likely to identify a question as higher order than their peers who responded correctly. Conclusions The results suggest that higher performing, more confident students rely on identifying patterns (even if the question was intended to be higher order). In contrast, less confident students engage in higher-order, analytic thinking even if the question is intended to be lower order. Better understanding of the processes through which students interpret MCQs will help us to better understand the development of clinical reasoning skills.

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Sumarni, Rina, Soesy Asiah Soesilawati, and Yayan Sanjaya. "Literasi sains dan penguasaan konsep siswa setelah pembelajaran sistem ekskresi menggunakan pedoman praktikum berbasis literasi sains." Assimilation: Indonesian Journal of Biology Education 4, no. 1 (March 30, 2021): 32–36. http://dx.doi.org/10.17509/aijbe.v4i1.34824.

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Scientific literacy is very important for students. The purpose of this study is to analyze the student's scientific literacy and conceptual mastery after learning the excretion system using scientific literacy-based practical guidelines. In this study, there was one class consisting of 34 students. Before learning, students do pre-test questions regarding scientific literacy, after completing learning, students work on a post-test questions with the same question and add concept mastery questions. This research used a pre-experiment method with one group pre-test post-test design. The instrument used was a matter of scientific literacy and conceptual mastery questions. The results of this study indicate that the student's scientific literacy after learning the excretion system using science literacy–based practicum guidelines is in the high category with an average value of 70,06. Scientific literacy abilities are based on aspects of competence and aspects of scientific literacy knowledge. Then overall the students have mastered the conceptual mastery of the material that has been studied well.

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Prasetianto, Mushoffan. "KINDS OF QUESTIONS MAKING EFL STUDENTS LEARN: STUDENTS’ PERCEPTION." JOALL (Journal of Applied Linguistics & Literature) 4, no. 2 (August 11, 2019): 162–76. http://dx.doi.org/10.33369/joall.v4i2.7607.

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Interactions in the classroom play an important role because learning occurs in the interactions between more knowledgeable person and less knowledgeable person. Interactions in the EFL classroom can be seen as a dialogic activity in which the lecturer raises questions to the students. This study attempted to uncover the types of questions which can make students learn. The participants of the study were the lecturer and students of Language Learning Assessment course. The data of this study were the students’ perceptions on what kinds of questions make them learn and lecturer’s verbal questions. The results of the study show that there are four kinds of questions raised by the lecturer, namely analogy, optional, convergent and divergent questions. From those kinds of questions, divergent questions can make students learn because those questions drive students to have a discussion in which students can interact each other.

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Putri, Dea Meilisa, and Yuriska Destania. "PENGEMBANGAN SOAL PENALARAN MATEMATIS SISWA PADA MATERI PELUANG." Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika 2, no. 2 (October 30, 2020): 169–84. http://dx.doi.org/10.35316/alifmatika.2020.v2i2.169-184.

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This research aimed to produce the product in the form of questions of valid and practical students' mathematical reasoning skills. The subjects of this study were 6 students of grade VIII to saw the readability of the given questions. The research and development method used the Tessmer model consisted of preliminary stage self-evaluation, expert review, one-to-one, small group, and field test. At the preliminary stage, there were two stages, namely preparation and design. The preparation of the stage was analyzing the curriculum, materials, and students' level. The design stage was done to design as questions of mathematical reasoning capabilities. The Self Evaluation stage was conducted after designed the questions of mathematical reasoning skills there were 15 questions and assesses whether the question meets the material, construction, and language. After evaluating the questions that would be validated by the expert reviewer and would be validated 3 times. After 14 questions validated that would be tested on 6 students to saw the practicality of the question through the student's responded questionnaire that was provided. Based on the result of the readability tested, the conclusion development of the questions from numbers 1 to 14 in the category of practicality were intervals of 4 ≤ RP (Produk) ≤ 5 which were classified as Very Practical.

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Napitupulu, Fenty Debora. "SOCRATIC QUESTIONS USED BY THE SEVENTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF FKIP NOMMENSEN IN SEMINAR CLASS." JETAL: Journal of English Teaching & Applied Linguistic 2, no. 2 (September 22, 2020): 37–43. http://dx.doi.org/10.36655/jetal.v2i2.328.

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This study is aimed to know to find out the types of Socratic questions used by the students of seventh semester in English Department of FKIP UHN Medan. This research was conducted by descriptive qualitative where the subject is seventh English Department students in Nommensen University academic year 2019/2020 on Seminar Class and the data is students’questions. After analizing questions, it was found that Socratic questions used by the seventh semester of English students in FKIP UHN Medan are questions and clarification, questions that prope purposes, questions that probe assumptions, Question that Probe Information, Reason, Evidence, and Cause, Question about viewpoints or perspectives, Questions that Probe Implication and Consequences, Question about question, Question that Probe Concept, and Questions that probe Inferences and Interpretation. The most dominant is Question that Probe Information, Reason, Evidence, and Cause. It means that the students’ ability in making questions in seminar on ELT presentation is still on the level of getting information from the text, less to have capacity to view or to judge things from some other perspectives, less of preparing themselves reading the seminar paper before the presentation starts. The writer assumed that the students lack of reading.

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Siew Li1, Winnie Sim, and Mohammad Y. Yusof Arshad. "STUDENTS’ QUESTIONS IN INQUIRY-BASED CHEMISTRY CLASSROOMS." IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW 4, no. 1 (July 3, 2017): 14. http://dx.doi.org/10.21009/ijer.04.01.02.

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Questioning plays an important part in the teaching and learning science. Previous research has extensively focused on teachers’ questions compared to students’ questions. Research of students’ questions is vital as it shows how students think and their understanding of a content studied. Hence, this research focuses on students’ questions, types of questions asked and the sequence(s) after students’ question. Twenty three chemistry teachers and their students of national secondary schools were involved in this study. Ninety two chemistry lessons were observed, audio and video recorded. Transcript of the lessons showed that students’ questions were mainly related to content or science process skills as emphasised in inquiry teaching and learning. However, most questions asked by students were low order closed questions. The sequence after students’ questions with the highest percentage (83.33%) was IR (Initiation from student, followed by teachers’ response). This sequence showed that chemistry teachers in this study did not display inquiry-based questioning characteristics because in inquiry teaching, teachers should avoid responding to students’ questions. Instead, they should provide opportunities for students to respond to their friends’ questions. Hence, teachers should move towards student initiated inquiry, where students ask higher order thinking questions and increasing the interaction among the students.

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Bhavsar, Victoria Mundy, Cristina M. Dypiangco, and Rob Moreau. "“Fifty Questions”: Encouraging Students to Ask Questions and Evaluate Information." Natural Sciences Education 45, no. 1 (December 2016): nse2015.0029. http://dx.doi.org/10.4195/nse2015.0029.

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Foos, Paul W. "Effects of Student-Written Questions on Student Test Performance." Teaching of Psychology 16, no. 2 (April 1989): 77–78. http://dx.doi.org/10.1207/s15328023top1602_10.

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Effects of student-written test questions on student test performance were examined in an Introductory Psychology class. Before each of three tests, randomly assigned students wrote essay questions, multiple-choice questions, or no questions. All tests contained essay and multiple-choice items but no questions written by students. Question writers performed significantly better than nonwriters on the first two tests; the difference on the third test was marginally significant. No differences were found between students who wrote essay and those who wrote multiple-choice questions. Question writing appears to be an effective study technique.

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Colbert, James T., Joanne K. Olson, and Michael P. Clough. "Using the Web to Encourage Student-generated Questions in Large-Format Introductory Biology Classes." CBE—Life Sciences Education 6, no. 1 (March 2007): 42–48. http://dx.doi.org/10.1187/cbe.06-07-0171.

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Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters during which this approach was implemented. About 95% of the students who posted questions reported reading the instructor's response to their questions. Although doing so did not contribute to their grade in the course, approximately 75% of the students reported reading questions posted by other students in the class. Approximately 60% of the students reported that the Web-based question-asking activity contributed to their learning of biology.

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Margolin, Stephanie, Mason Brown, and Sarah Ward. "Comics, questions, action!" Journal of Information Literacy 12, no. 2 (December 4, 2018): 60. http://dx.doi.org/10.11645/12.2.2467.

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In a four-session Summer Bridge programme, we experimented with new curricular and pedagogical ideas with a group of incoming freshmen. We developed the Comics-Questions Curriculum (CQC), which melds students’ question asking with a focus on comics. The purpose of this paper is to describe the rationale for and ongoing development of the CQC as well as the ways the CQC fosters engagement of students and librarians, builds upon students’ existing skills but propels them forward toward college-level work, and positions librarians as partners in students’ college work. Although it was designed for a specific purpose initially, the CQC in its current state is widely adaptable to other contexts beyond the original scope.

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Aprina, Naomi Dwi, and Erna Andriyanti. "Teachers’ Questions in Elementary School English Learning: Types and Functions." Indonesian Journal of EFL and Linguistics 5, no. 2 (November 25, 2020): 339. http://dx.doi.org/10.21462/ijefl.v5i2.287.

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Question types usually used in classroom learning are display questions and referential questions. Many teachers mostly used display questions in their classroom learning. However, studies showed that display questions limit the students’ opportunity to produce the language. Therefore, this present study aimed to analyse the contribution of teacher questions’ types in English classroom learning to classroom interaction. The participants of this qualitative study were three sixth grade English teachers from three different Islamic schools in Yogyakarta. The data were collected through classroom observation. The result shows that the teachers used both display and referential questions, and all teachers used display questions more frequently. Furthermore, the result of the analysis shows that referential questions received longer responses than display questions. It also indicated that referential questions gave the students more opportunities to practice the language. However, both display questions and referential questions are important for EFL students. The use of both question types can be adjusted based on the levels of the students, the purpose of the lesson and students’ learning strategies.

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Donskikh, Oleg A. "Why did students stop asking questions?" Vestnik Tomskogo gosudarstvennogo universiteta. Filosofiya, sotsiologiya, politologiya, no. 42 (April 1, 2018): 110–17. http://dx.doi.org/10.17223/1998863x/42/11.

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Marbach-Ad, Gili, and Lark A. Claassen. "Improving Students' Questions in Inquiry Labs." American Biology Teacher 63, no. 6 (June 2001): 410–19. http://dx.doi.org/10.1662/0002-7685(2001)063[0410:isqiil]2.0.co;2.

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Biber, Abdullah Çağrı. "Students' difficulties in similar triangle questions." Cypriot Journal of Educational Sciences 15, no. 5 (October 29, 2020): 1146–59. http://dx.doi.org/10.18844/cjes.v15i5.5161.

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Similar triangles in questions are usually given as separate, adjacent or overlapped. Furthermore, similarity types such as Side-Angle-Side (S.A.S.), Side-Side-Side (S.S.S.) and Angle-Angle (A.A.) are requested in the questions. Students have more trouble in other types of questions. The purpose of this study is to investigate the difficulties of students about similar triangles and the reasons for these difficulties. This research was carried out with the case study method, which is one of the qualitative research approaches. The study was conducted with 55 Science High School 9th grade students and 9 open-ended questions were used to examine students' knowledge about “similarity in triangles”. Furthermore, 5 students were interviewed to find out the reasons for their solutions. Descriptive analysis method was used to analyze the data. As a result, it can be concluded that students have difficulties mostly in overlapped triangles and Angle-Angle type questions. On the other hand, it can be concluded that students are quite successful where similar triangles are given separately. In the light of the findings obtained in this study, it can be advised for lecturers to focus on the questions where similar triangles are overlapped while explaining the similarity in the triangle. Keywords: Similarity, Triangles, Difficulties, High School Students.

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Marbach-Ad, Gili, and Lark A. Claassen. "Improving Students' Questions in Inquiry Labs." American Biology Teacher 63, no. 6 (August 1, 2001): 410–19. http://dx.doi.org/10.2307/4451147.

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Sussman, Annie, James K. L. Hammerman, Traci Higgins, and Eric D. Hochberg. "Questions to Elicit Students' Mathematical Ideas." Teaching Children Mathematics 25, no. 5 (March 2019): 306–12. http://dx.doi.org/10.5951/teacchilmath.25.5.0306.

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Ciardiello, Angelo Vincent. "Training Students to Ask Reflective Questions." Clearing House: A Journal of Educational Strategies, Issues and Ideas 66, no. 5 (June 1993): 312–14. http://dx.doi.org/10.1080/00098655.1993.9956002.

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Hall, James W. "Audiology students ask the darnedest questions!" Hearing Journal 54, no. 4 (April 2001): 10. http://dx.doi.org/10.1097/01.hj.0000294512.68947.26.

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Mitrović, Antonija, Slobodanka Djordjević-Kajan, and Leonid Stomenov. "INSTRUCT: Modeling students by asking questions." User Modeling and User-Adapted Interaction 6, no. 4 (October 1996): 273–302. http://dx.doi.org/10.1007/bf00213185.

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Chaudhri, Vinay K., Britte Cheng, Adam Overtholtzer, Jeremy Roschelle, Aaron Spaulding, Peter Clark, Mark Greaves, and Dave Gunning. "Inquire Biology: A Textbook that Answers Questions." AI Magazine 34, no. 3 (September 15, 2013): 55–72. http://dx.doi.org/10.1609/aimag.v34i3.2486.

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Inquire Biology is a prototype of a new kind of intelligent textbook — one that answers students’ questions, engages their interest, and improves their understanding. Inquire Biology provides unique capabilities via a knowledge representation that captures conceptual knowledge from the textbook and uses inference procedures to answer students’ questions. Students ask questions by typing free-form natural language queries or by selecting passages of text. The system then attempts to answer the question and also generates suggested questions related to the query or selection. The questions supported by the system were chosen to be educationally useful, for example: what is the structure of X? compare X and Y? how does X relate to Y? In user studies, students found this question-answering capability to be extremely useful while reading and while doing problem solving. In an initial controlled experiment, community college students using the Inquire Biology prototype outperformed students using either a hardcopy or conventional E-book version of the same biology textbook. While additional research is needed to fully develop Inquire Biology, the initial prototype clearly demonstrates the promise of applying knowledge representation and question-answering technology to electronic textbooks.

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Brill, Gilat, and Anat Yarden. "Learning Biology through Research Papers: A Stimulus for Question-Asking by High-School Students." Cell Biology Education 2, no. 4 (December 2003): 266–74. http://dx.doi.org/10.1187/cbe.02-12-0062.

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Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research question, demonstrates the events that led to the answer, and poses new questions, we attempted to examine the effect of studying through research papers on students' ability to pose questions. Students were asked before, during, and after instruction what they found interesting to know about embryonic development. In addition, we monitored students' questions, which were asked orally during the lessons. Questions were scored according to three categories: properties, comparisons, and causal relationships. We found that before learning through research papers, students tend to ask only questions of the properties category. In contrast, students tend to pose questions that reveal a higher level of thinking and uniqueness during or following instruction with research papers. This change was not observed during or following instruction with a textbook. We suggest that learning through research papers may be one way to provide a stimulus for question-asking by high-school students and results in higher thinking levels and uniqueness.

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Chou, Pao-Nan. "Effect of Question Structure on College Students’ Electronic Reflection Outcomes: A Case Study." International Journal of Learning and Development 2, no. 2 (March 24, 2012): 45. http://dx.doi.org/10.5296/ijld.v2i2.1400.

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This study aims to design different types of reflection questions to support college students’ electronic reflection. Whether or not the reflection question structure may influence students’ reflection outcomes is the research focus. According to various cognitive learning concepts, three types of reflection questions, which include surface, medium and deep questions, are designed and implemented in three weeks of the class. Forty college students majoring in instructional technology participated in this study. The results of the qualitative analysis showed that the surface reflection question yields swallow reflection works, and the medium and deep reflection questions allow students to produce meaningful reflection contents. The results of the quantitative analysis showed that the medium and deep reflection questions are better than the surface reflection question in terms of critical thinking. However, no significant difference is found between the medium and deep reflection questions.

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Keeling, Elena L., Kelly M. Polacek, and Ella L. Ingram. "A Statistical Analysis of Student Questions in a Cell Biology Laboratory." CBE—Life Sciences Education 8, no. 2 (June 2009): 131–39. http://dx.doi.org/10.1187/cbe.08-09-0054.

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Asking questions is an essential component of the practice of science, but question-asking skills are often underemphasized in science education. In this study, we examined questions written by students as they prepared for laboratory exercises in a senior-level cell biology class. Our goals were to discover 1) what types of questions students asked about laboratory activities, 2) whether the types or quality of questions changed over time, and 3) whether the quality of questions or degree of improvement was related to academic performance. We found a majority of questions were about laboratory outcomes or seeking additional descriptive information about organisms or processes to be studied. Few questions earned the highest possible ranking, which required demonstration of extended thought, integration of information, and/or hypotheses and future experiments, although a majority of students asked such a question at least once. We found no correlation between types of student questions or improvement in questions and final grades. Only a small improvement in overall question quality was seen despite considerable practice at writing questions about science. Our results suggest that improving students' ability to generate higher-order questions may require specific pedagogical intervention.

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Widiyati, Elok. "The Application of Questioning Skill as a Scientific Approach in Microteaching Practice." Journal of Advanced Multidisciplinary Research 1, no. 2 (December 31, 2020): 106. http://dx.doi.org/10.30659/jamr.1.2.106-120.

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This study aims to know the pre-service teachers� skill in teaching by using scientific approach for providing their teaching performance in Internship Program 3. The population of this study was the students of English Education Study Program. Meanwhile, the sample of this study was the students of sixth semester taking Microteaching. This study used qualitative descriptive research. The steps of this study were collecting the data from the sample containing observation and questionnaire. Besides, the data analysis method of this study was data collection and tabulation, they were coding and arranging the data. Hence, the arranged data was interpreted descriptively. The specific goal of this study was to know how the students applied their potential in questioning skill while practicing Microteaching. From the result of question lists in teaching scenario created by the students of Microteaching, it can be concluded that not all of six types of questions were applied by the students. Only four types of questions, they were direct question 34.2%, general and open questions 28.1%, rhetorical question 10.3%, and factual question 27.4%. In other hand, for the types of feedback questions and leading questions were not used at all by the students. For the three main aspects of difficulties faced by the students in questioning aspect skill were the conducive teaching atmosphere 16%, improving students� activity 14,2%, and the overall spread questions 13.5%.

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Sircar, S. S., and O. P. Tandon. "Involving students in question writing: a unique feedback with fringe benefits." Advances in Physiology Education 277, no. 6 (December 1999): S84. http://dx.doi.org/10.1152/advances.1999.277.6.s84.

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A contest on question writing was organized during the undergraduate medical physiology teaching program. Students were asked to write and submit multiple-choice questions of the assertion-reasoning type (type E) in physiology. The winners were decided after the questions submitted were graded on a six-point scale (0-5) that considered both thematic novelty and construct correctness. Of the 100 students in the class, 37 participated in the contest, and a total of 912 questions was received. The contest encouraged the students to go through their subjects critically. The questions provided the instructor with insight into the learning habits and misconceptions of the students and provided the grist for animated discussions in tutorial classes. Although several types of errors were deciphered in these questions, with suitable modifications the questions helped the faculty build up a sizable question bank.

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Bradley, M. T., and M. E. Black. "A Control Question Test Oriented towards Students." Perceptual and Motor Skills 87, no. 2 (October 1998): 691–700. http://dx.doi.org/10.2466/pms.1998.87.2.691.

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Control Question Tests were altered for 12 of 24 students who were examined with a polygraph about a mock crime which half of them had committed. The altered tests substituted control questions about students' cheating and plagiarism for the standard questions about crime issues. Responses to the altered tests were compared with those from tests using regular control questions which are usually about criminal issues. All tests were conducted by a professor. Detection scores derived from response magnitudes of skin resistance differed between innocent ( M = 2.0) and guilty participants ( M = −1.9). Guilt and innocence interacted with the type of test. Those examined with control questions oriented towards students scored as more innocent when actually innocent ( M = 4.3) than guilty students examined with the student form ( M = −3.0) or the crime form ( M = −0.8) of the test and innocent students ( M = −0.3) examined with control questions oriented towards crimes. The discussion is augmented by results from a direct analysis of magnitude of scores.

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Panggabean, Christina Innocenti Tumiar, and Aisah Asariski. "An Analysis of EFL students' questions in Research on ELT class at University of PGRI Ronggolawe Tuban." English Education:Journal of English Teaching and Research 6, no. 1 (May 30, 2021): 13–21. http://dx.doi.org/10.29407/jetar.v6i1.15919.

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This research was conducted to analyze the questions used by EFL students in Research on ELT ( English Language Teaching ) Class at University of PGRI Ronggolawe Tuban. This research was conducted to know the types of questions applied by the students, the most dominant questions used based on the cognitive domains of Bloom’s taxonomy, and the students’ responses towards the questions. Descriptive qualitative research design was applied in the research. The subject of the study were the sixth semester students who took Research on ELT course. To collect the data, observation using Telegram application and interview were applied. The data were analyzed qualitatively to determine the cognitive level of each question according to revised Bloom’s taxonomy. The result of the data analysis showed that the students used empirical questions as the type of questions. The dominant question used based on the cognitive domains of Bloom’s taxonomy was Analyzing level or C4 which appeared 48%. It showed that HOTS questions were the most used at the classroom with the total 64%, while the LOTS questions only got 36%. The students claimed that they felt interested and glad to answer the questions. It can be concluded that the students of Research on ELT class had shown that they had ability to think critically.

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Samiha, Yulia Tri. "Interaktif dalam Pembelajaran IPS." JIP: Jurnal Ilmiah PGMI 3, no. 1 (August 30, 2017): 89–97. http://dx.doi.org/10.19109/jip.v3i1.1383.

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Interactive learning is often known as the child's question approach. This model is designed so that students will ask questions and then find answers to their own questions. Stages in the interactive learning model consist of early knowledge preparation, exploration activities, student questions, inquiry, final knowledge and reflection. Teachers in this interactive learning process can develop effective inquiring techniques or engage in creative dialogue by asking questions to students. The nature of the question can reveal something or have inquiry properties, so through the questions asked, students are developed in their ability to think creatively of facing event.

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Carpenter, Shana K., Shuhebur Rahman, Terry J. S. Lund, Patrick I. Armstrong, Monica H. Lamm, Robert D. Reason, and Clark R. Coffman. "Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology." CBE—Life Sciences Education 16, no. 2 (June 2017): ar23. http://dx.doi.org/10.1187/cbe.16-06-0205.

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Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front). Students more often chose to access the questions as Test compared with Read, and students who used the Test questions scored significantly higher on subsequent exams compared with students who used Read questions or did not access the questions at all. Following an in-class presentation of superior exam performance following use of the Test questions, student use of Test questions increased significantly for the remainder of the term. These results suggest that practice questions can be an effective tool for enhancing student achievement in biology and that informing students about performance-based outcomes coincides with increased use of retrieval practice.

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Williams, Adrienne E., Nancy M. Aguilar-Roca, Michelle Tsai, Matthew Wong, Marin Moravec Beaupré, and Diane K. O’Dowd. "Assessment of Learning Gains Associated with Independent Exam Analysis in Introductory Biology." CBE—Life Sciences Education 10, no. 4 (December 2011): 346–56. http://dx.doi.org/10.1187/cbe.11-03-0025.

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This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (∼400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm–final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed.

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Rahman, Ali Wira. "USING QUESTIONS EFFECTIVELY AS A TEACHING DEVICE." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 1, no. 3 (December 13, 2019): 12–20. http://dx.doi.org/10.52208/klasikal.v1i3.39.

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English teaching is a process that the teacher interacts with students. Asking and answering are the primary ways to communicate with each other, so questioning plays a central role in classroom. It urges students to think actively and develops their creative thinking. Because of the importance of questions to the research process, one of the things a teacher at a university tries to teach students is how to ask good questions, and how to answer them appropriately. This makes the process of questioning important in every class taught at a university. Questions are important to the students in a class for two reasons: (1) Students learn to ask questions by asking questions. Students learn to ask good questions by asking questions and then receiving feedback on them. Students learn to become scholars by learning to ask good questions; (2) student asking a question is at that moment a self-motivated learner - a researcher. This is the behavior trying to nurture

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Engel, Judith S. "Students Questioning Students (SQS): a Technique to Invite Students' Involvement." Gifted Education International 5, no. 3 (September 1988): 179–85. http://dx.doi.org/10.1177/026142948800500310.

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A most successful teaching strategy has been developed in my gifted/talented classes. Students question their peers about classwork, homework problems or aspects of the lesson, instead of doing the explaining themselves. Using the Students Questioning Students method (SOS), students stimulate their class-mates to think. Since students are involved in questioning, they become more attentive listeners to other students and to me during the lesson. Often the more capable students ask questions which reflect a high level of thinking skills. The students are taught strategies for asking questions and strategies for providing positive and specific feedback to their peers. With SQS, students have a piece of the action in learning. Their personalities emerge and the process is great fun! The students report that they wished SQS were used in all their classes at The Bronx High School of Science. SQS was a segment of the American Federation of Teachers program, “Teaching Children to Think,” in the series, “Inside Your Schools,” hosted by Steve Alien and shown on national TV in February, 1986. The entire series of programs for 1985–1986 was shown in the New York City area on educational TV in May, 1986. The presentation, which would be suitable for teachers of grades 7 through 12, has been given to the following professional organizations: Alliance for Invitational Education Association of Mathematics Teachers of New York State National Council of Teachers of Mathematics Summer Mathematics and Science Institute, Lehman College Sixth World Conference on Gifted and Talented Children The Ontario Association for Mathematics Education.

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Woo, Chung-hee, Jae Yong Yoo, and Ju-young Park. "The Relationship among Questions Level, Questions Process, and Hesitation Factor of Questions of University Students." Journal of the Korea Contents Association 15, no. 12 (December 28, 2015): 336–46. http://dx.doi.org/10.5392/jkca.2015.15.12.336.

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Ida Zusnani and Ali Murfi. "STRATEGI PEMBELAJARAN AKTIF QUESTION STUDENT HAVE (QSH) PADA MATA PELAJARAN FIQH DI MTS NEGERI 9 BANTUL." EDULAB: Majalah Ilmiah Laboratorium Pendidikan 5, no. 1 (June 30, 2020): 84–102. http://dx.doi.org/10.14421/edulab.2020.51-06.

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Learning that does not pay attention to individual differences in children and is based on the wishes of the teacher, will be challenging to be able to lead students towards the achievement of learning goals. One application rather than active learning is the Question Students Have strategy (questions from students). This study aims to find out and understand the forms, steps, strengths, and weaknesses of the Question Student Have (QSH) learning strategy, as well as how the Learning Implementation Plan (RPP) is modeled in Fiqh subjects in MTs Negeri 9 Bantul. This research uses a qualitative descriptive method. The results showed that the form of the Question Student Have strategy teachers stimulated students to learn firsthand the learning material materials that would be delivered within a specific time. After that, students are invited to submit questions from material that they do not understand nor understand. Steps to make the Question Student Have strategy more effective then allocate time for each session after that if the class is too large so that there is not enough time to distribute the paper to all students, divide the class into groups and follow the instructions as above. This Question Student Have a strategy that can attract and focus the student's attention even though the classroom situation was complicated before or students had a joking habit during the lesson. However, not all students were comfortable with making questions because the level of students' abilities in the class was different. In the future, a teacher must continue to look for and formulate strategies that can embrace all differences held by students. Keywords: Active Learning Strategies, Question Student Have (QSH), Fiqh Subjects, MTs Negeri 9 Bantul.

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Nurjanah, Nurjanah, Doni Anggoro, and Nina Dwiastuty. "Error Analysis of the Use of Question Words in English Sentences." Scope : Journal of English Language Teaching 2, no. 01 (February 15, 2018): 80. http://dx.doi.org/10.30998/scope.v2i01.2274.

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The research aims to analyze the error in using questions word on second grade students of MTs. Hidayatussalafiyah. Question is one of important aspect that students need to master not only in writing but also speaking. There are several types of questions that students need to learn. The types of questions that discuss in this research are “Yes/No-Questions” and “Wh-Questions”. The data are collected through observation, discussion, books and also documentation. By the data, the research finds the most error the students made in each category. The research findings also prove the students need more explanation in forming questions especially in writing. Based on the result, the student faced more difficult in forming “Yes/No-Questions” than in “Wh-Questions” category. They made mistake for 298 or 65.07% in “Yes/No-Questions and 160 or 34.93% in “Wh-Questions” from the total mistakes. The most difficult question for them in “Yes/No-Questions” is to form “are you studying your grammar book?” or using “be (is/am/are) in present progressive tense”. The total number of mistakes for this questions are 26 or 8.4%. And, for the “Wh-Questions”, they made more mistake to form “what time did you eat lunch?” or using “what time” to ask about the time. Key words: error, analysis, question words

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Umar, Hasriani. "ANALISIS KARAKTERISTIK STIMULUS DAN LEVEL KOGNITIF SOAL UM-PTKIN TAHUN 2019." Jurnal Pendidikan Matematika Universitas Lampung 9, no. 2 (June 30, 2021): 184–96. http://dx.doi.org/10.23960/mtk/v9i2.pp184-196.

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PTKIN plays a role in improving human resources, so a selection system is needed which can select students according to their competence. UM-PTKIN is one of a system for selecting prospective students. In the selection system, the questions being tested require the ability to think from low to a high level of prospective students so that knowing the characteristics of the questions being tested is one of the keys to the success of prospective students in facing selection. This study aims to classify the characteristics of the UM-PTKIN questions based on the form of the question stimulus and the cognitive level of the questions based on the revised Bloom`s Taxonomy. This type of research is qualitative research using content or document analysis techniques based on the characteristics of the stimulus and the cognitive level of questions. The data collection techniques in this study used non-test techniques and focus group discussion (FGD) using questionnaires and FGD guidelines. The results showed 1) mathematics questions on UM-PTKIN basic ability test in 2019 with the 1911 script code contains 3 questions in the form of image stimulus, 1 question in the form of graphical stimulus and tables, 3 questions in the form of stimulus formulas, 2 questions in the form of stimulus for mathematical equations, 4 questions in the form of stimulus examples and 13 questions in the form of case fragment stimulus; 2) The questions contained 26% in the LOTS question category, 30% with the MOST question category and 44% with the HOTS question category with the overall distribution of the question material, the material of the flat shape was the material that appears the most.

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Azizaa, Mela. "The use of open-ended question pictures in the mathematics classroom." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 1–9. http://dx.doi.org/10.18844/prosoc.v4i9.3036.

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Teachers have to ensure to pose open-ended questions that allow multiple solutions in a mathematics classroom regarding problem-solving and mathematical creativity. Teachers can use visual representations or pictures to ask open-ended questions in order to encourage students to be curious about finding possible answers. This research is focused on the use of open-ended question pictures, students’ responses and students’ mathematical creativity in response to the questions. This study used observation of a lesson that involved a teacher and twenty-seven class-three students (aged 7–8 years old) in a primary school in the UK. During the observation, a whole-class activity between the teacher and students was recorded and notes were also taken. There were three open-ended questions using pictures that the teacher orally posed during a lesson. The findings showed that open-ended question pictures could stimulate students’ responses and mathematical creativity. Keywords: Open-ended question pictures, representations.

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Ahmed, Fazeel Zubair, and Ravi Hanumanthappa Kudthni. "Questionnaire feedback from MBBS second year students about current examination trends and their opinion for perspective changes." International Journal of Basic & Clinical Pharmacology 10, no. 5 (April 26, 2021): 483. http://dx.doi.org/10.18203/2319-2003.ijbcp20211640.

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Background: All subjects of MBBS do not have same examination pattern especially concerning to question paper pattern and distribution of marks. As a result, students are experiencing variety of examination patterns during their study. Neither is their uniformity of examination pattern throughout the country nor there is uniformity within a university. In such situation, it would be wise to take feedback from students which could help in redesigning the examination pattern. This study was done to collect students’ opinion regarding current examination methods and possible changes that might be required in existing assessment methods.Methods: Questionnaire based study was done on MBBS second year students of Viswabharathi medical college. Questionnaire consisted of 10 questions about examinations faced by the students. Each question had five options arranged according to 5-point Likert scale.Results: 99 students participated in this study. 51.52% students preferred having two essay questions and 42.42% preferred having one essay question in final theory exam. 52.53% preferred to have 40 marks as weightage of one paper. 50.51% supported having illustration-based questions in their final theory examinations. 79.80% stated that at least 30 days of preparation holidays are required for them before their final exams. 48.48% preferred having five very short answer questions. 48.48% stated that weekend tests conducted by their institute were helpful to them. 66.66% disagreed upon increasing number of questions in final examination. 63.63% agreed on having MCQ’s. 48.48% agreed on having viva voce during every internal examination. Consensus could not be reached upon frequency of institutional tests.Conclusions: This study highlighted certain shortcomings in medical education with respect to examinations. Weightage and number of questions might be increased marginally to have a uniform pattern. Question paper should have more very short answer questions and less essay questions. Illustration based questions should also be introduced. 30 days of preparation holidays must be given before final exams for self-study.

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Kloda, Lorie, and Joan C. Bartlett. "Formulating Answerable Questions: Question Negotiation in Evidence-based Practice." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 34, no. 2 (July 21, 2014): 55. http://dx.doi.org/10.5596/c13-019.

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Objective: This review explores the different question formulation structures proposed in the literature that may be helpful to librarians for conducting the reference interview and for teaching students and clinicians. Method: We present and compare several known question formulation structures identified in the health and social sciences literature. Discussion: Health and social care professionals should be made aware of the plurality of question formulation structures and their applicability to different fields of practice, as well as their utility for different types of questions within a field of practice.

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Milawati, Milawati, and Nunung Suryati. "EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective?" Dinamika Ilmu 19, no. 1 (June 11, 2019): 37–55. http://dx.doi.org/10.21093/di.v19i1.1545.

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Evidence is mounting that teacher question can assist EFL students in various purposes in teaching learning process. However, teacher’s lack of knowledge about questioning taxonomy could become a failure in leading students’ learning. This study investigates questioning strategies, the taxonomy of questions-type, and their application by teacher in advanced prose class, to scaffold students’ learning. Classroom observations, field notes and videotape recording, were employed to collect the data. Findings indicate that among four types of questioning strategies, redirecting was the most frequently used to initiate students’ responses and to probe more into students’ understanding. Other findings show that low-cognitive questions were common. Of those, knowledge-based questions were the most frequently used to confirm students’ understanding of the materials they learnt, but, the higher-level questions were rarely used. It was also found that teacher employed questioning strategies ineffectively to manage the class; insufficient time responded to a complex level of questions; the number of questions created confusion. Some changes to create effective classroom questioning and a stronger connection between the level of question and the questioning strategies are discussed.

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Journal articles on the topic 'Students' questions'

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