Enhancement and Analysis of Science Question Level for Middle School Students

By Santine Cuccio-Schirripa, H. Steiner. 2000

127 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4cf437436068545bdac2bd71f130d9ab29bbf181

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In Developmental and Educational Psychology

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Citations in the corpus

Teaching biotechnology through case studies - can we improve higher order thinking skills of nonscience majors? (2003, unknown): “Skills and capabilities, such as posing questions (Cuccio-Schirripa & Steiner, 2000; Dori & Herscovitz, 1999; Scardamelia & Bereiter, 1992; Shepardson & Pizzini, 1991), reasoning (Hogan et al., 2000; Carlsen, 1993; Driver, Newton, & Osborne, 2000; Russell, 1983), problem solving (Pizzini,…”
Students' questions: a potential resource for teaching and learning science (2008, background): “…pertaining to the reading of science texts, another group of researchers have been interested in studying the effects of teaching students how to formulate researchable questions for science investigations (e.g. Allison & Shrigley, 1986; Cuccio-Schirripa & Steiner, 2000; Hartford & Good, 1982).”
Teacher Questioning and Interaction Patterns in Classrooms Facilitated with Differing Levels of Constructivist Teaching Practices (2008, background): “While much research is available in current science education literature investigating student questions in science classrooms (Cuccio-Schirripa & Steiner, 2000; Harper, Etkina, & Lin, 2003; March-Ad & Sokolove, 2000; Rop, 2002), there exists a more limited amount of literature investigating…”
Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories (2005, background): “More recently, Cuccio-Schirripa and Steiner (2000) suggested that ‘‘Questioning is one of the thinking processing skills which is structurally embedded in the thinking operation of critical thinking, creative thinking, and problem solving’’ (p. 210).”
Contributions of Student Questioning and Prior Knowledge to Construction of Knowledge from Reading Information Text (2006, background): “For example, Cuccio-Schirripa and Steiner (2000) described a four-level question hierarchy in which low-level questions required yes/no or factual answers, whereas high-level questions required cause–effect explanations of science phenomena.”
Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “However, most of the studies carried out to date on teaching students questioning have been for the purpose of improving reading comprehension of text (eg, Costa, Caldeira, Gallastegui, & Otero, 2000 ; Koch & Eckstein, 1991 ), generating researchable questions for science investigations ( Cuccio-S”
The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015, background): “…critical reflection and self-evaluation of knowledge, encourage interest in science topics) (Chin, 2006; Watts, Alsop, Gould, & Walsh, 1997) and is considered one of the central features of scientific inquiry as well as a major component in scientific discourse (Cuccio-Schirripa & Steiner, 2000).”