Student-generated questions: A meaningful aspect of learning in science

By Christine Chin, David E. Brown. 2002

412 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/afc3d1a4ac01a80ad067f9652e0de6808435be7c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Baram‐Tsabari
2. Anat Yarden
3. Jonathan Osborne
4. Christine Chin
5. William R. Penuel
6. Katja Vähäsantanen
7. Raija Hämäläinen
8. Katherine L. McNeill

In Education

1. A. Baram‐Tsabari
2. Anat Yarden
3. Jonathan Osborne
4. Christine Chin
5. William R. Penuel
6. E. Mortimer
7. P. Scott
8. O. Aguiar

Citations in the corpus

• Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms (2012, background): “Teachers can encourage the latter type of questions by engaging students in extended problem-solving activities (Chin et al. 2002) and in student-led investigations (Hofstein et al. 2005).”
• Student-Generated Content: Enhancing learning through sharing multiple-choice questions (2014, background): “Student-generated questions involving higher order cognitive skills have been linked to self-directed learning and improved conceptual understanding (Chin & Brown, 2002).”
• Learning from and responding to students' questions: The authoritative and dialogic tension (2009, background): “Chin and Brown (2002), based on the categorization by Scardamalia and Bereiter (1992), distinguish two broad types of questions: basic information questions and wonderment questions.”
• Characterizing children’s spontaneous interests in science and technology (2005, background): “%) of the questions sought basic factual or procedural information, with only 14% of them reflecting curiosity, puzzlement, scepticism or speculation (Chin et al., 2002), a finding consistent with Dillon’s study of non-science high-school classrooms (Dillon, 1988).”
• Students' questions: a potential resource for teaching and learning science (2008, background): “Thus, the questions embedded in the conversation of peer groups help learners to co‐construct knowledge, thereby engendering productive discussion (Chin, Brown, & Bruce, 2002 ).”
• Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “Webb, 1989; Webb & Palincsar, 1996), observation of problem solving (Barron, 2003), questioning (Chin, 2002), providing and receiving constructive criticism (Sawyer, 2007), synthesizing multiple perspectives (Bielaczyc & Collins, 2006) or reasoning (e.”
• Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “Likewise, Chin, Brown, and Bruce (2002), as well as Herrenkohl and Guerra (1998), found that questions embedded in the conversation of peer groups helped learners to coconstruct knowledge, thereby engendering productive discussion.”
• Problem‐based learning: Using ill‐structured problems in biology project work (2006, neutral): “Contract grant number: RP 6/99 CC.”