Students' questions: a potential resource for teaching and learning science

By Christine Chin, Jonathan Osborne. 2008

698 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/138a9137a9e1c9d9ffe3ff5a6430c64e46023fdd

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In Education

Citations in the corpus

The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “Research in inquiry (Chinn & Malhotra, 2002 ; Duschl & Grandy, 2008 ), scientific questioning (Chin & Osborne, 2008 ) and PBL (Hmelo-Silver, 2004 ) has demonstrated the efficacy of these approaches when students’ level of background knowledge and their skill sets are taken into account and appro”
Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “Given the body of research conducted on the role of questioning in stimulating conceptual and epistemic thought (see Chin & Osborne, 2008, for an extensive review), our hypothesis was that engaging in questioning prior to and during argumentation offered both a potential heuristic for scaffolding…”
Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “Critical questioning, therefore, is a process that supports argumentation and critique by helping to engender cognitive dissonance (Festinger, 1957) or ‘epistemic curiosity’ (Berlyne, 1954)—helping students to become aware of what they do not understand or cannot justify (Chin & Osborne, 2008).”
The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015, background): “…generation of investigable questions (i.e. questions that direct learning and are responsive to first-hand inquiry) (Chin & Kayalvizhi, 2002; Chin & Osborne, 2008) can serve many purposes in science classrooms (e.g. promote critical reflection and self-evaluation of knowledge, encourage…”
‘Am I Like a Scientist?’: Primary children's images of doing science in school (2014, background): “Thus, apart from teaching the content knowledge of science, teachers can also spend time nurturing the spirit of inquiry by promoting student-generated questions (Chin & Osborne, 2008) and giving priority to evidence to facilitate the development of scientific reasoning (McNeill & Krajcik, 2012).”