Probing for Understanding.

By Thomas W. Shiland. 2002

727 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c8fa52eb767c1881a5b6e62f8affb2548e98ce80

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In Developmental and Educational Psychology

In Education

Citations in the corpus

STUDENTS' IDEAS ABOUT THE HUMAN BODY: DO THEY REALLY DRAW WHAT THEY KNOW? (2006, methodology): “Within commonly used research instruments (White & Gunstone, 1994), students’ written responses show deeper understanding and causes of misunderstanding of human bodily organs.”
Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “However, when generated spontaneously, students’ questions are usually infrequent and shallow (e.g., Graesser & Person, 1994; White & Gunstone, 1992) rather than those of a higher order that require inferences, multi-step reasoning, and the application and synthesis of ideas.”
Students' questions: a potential resource for teaching and learning science (2008, background): “Likewise, White and Gunstone (1992) proposed the use of structuring or focusing strategies such as providing a stimulus (e.g. table of data or diagram) on which questions are to be based, providing an answer and asking for questions, and asking students to begin questions in a particular way (e.g.…”
Evaluating Secondary Students’ Scientific Reasoning in Genetics Using a Two‐Tier Diagnostic Instrument (2010, methodology): “One good method for doing this is by way of interviews (White & Gunstone, 1992).”
Choices of Methodology for Cooperative Education Researchers. (2000, background): “…interviewers have identified a number of key techniques needed to obtain high quality data, chief among these is the need to achieve a relaxed atmosphere in which the respondent is free to state his or her own views (Bell, B. Osborne, & Tasker, 1985; Posner & Gertzog, 1982; White & Gunstone, 1992).”
Conceptual Resources for Learning Science: Issues of transience and grain‐size in cognition and cognitive structure (2008, methodology): “Further candidate p-prims have been suggested by an interview study using the ‘interviews-about-events’ approach (White & Gunstone, 1992) to elicit explanations of phenomena such as mixing, dissolving and reacting from secondary age students in the UK (García Franco & Taber, 2006).”
On the Validity of Cognitive Interpretations of Scores From Alternative Concept-Mapping Techniques (2001, neutral): “…maps have been used to assess students’ knowledge structures, especially in science education (e.g., Edmondson, 2000; Markham, Mintzes, & Jones, 1994; McClure, Sonak, & Suen, 1999; Novak, 1990; Rice, Ryan, & Samson, 1998; Ruiz-Primo & Shavelson, 1996; White & Gunstone, 1992; Zeilik et al., 1997).”
The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review (2016, background): “Rahman (2011a, 2011b) described how a group of secondary science teachers started using one inquiry-based teaching strategy, prediction–observation–explanation (POE; White and Gunstone 1992), in their practices while being engaged in a PLC.”
A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2009, background): “Thus, interview questions (also termed ‘probes’ as the questions are used to probe for student understanding and reasoning patterns) can be modified according to student response patterns that emerge during the interview session (e.g., Posner & Gertzog, 1982; White & Gunstone, 1992).”
High school students’ understanding of titrations and related acid-base phenomena (2006, methodology): “The ‘PredictionObservation-Explanation’ or POE technique, probes understanding using three separate, but related tasks (White and Gunstone, 1992).”
Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011. (2006, background): “Providing opportunities for students to develop connected, evidence-based scientific understandings that students can apply to make sense of a variety of phenomena is a key idea coming out of international research on science teaching and learning (AAAS 1993; Gunstone and White 1992; Minstrell 1989;”
A Review and Comparison of Diagnostic Instruments to Identify Students' Misconceptions in Science. (2015, neutral): “…Interviews-About-Events (IAE) (Bau-Jaoude, 1991; Osborne & Freyberg, 1987; Osborne & Gilbert, 1980a), Prediction-Observation-Explanation (POE) (White & Gunstone, 1992), Individual Demonstration Interview (IDI) (Goldberg & McDermott, 1986; 1987), Teaching Experiment (TE) (Komorek & Duit, 2004).”
Bugs, butterflies, and spiders: Children's understandings about insects (2002, background): “The children’s drawings ‘reveal qualities of understandings that are hidden from other procedures’ (White and Gunstone 1992: 99).”