Can undergraduate biology students learn to ask higher level questions

By G. Marbach‐Ad, P. Sokolove. 2000

165 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e1ef60d051f2ced2605bca432e838a09b7c83ec2

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Students' questions: a potential resource for teaching and learning science (2008, background): “A study by Marbach-Ad and Sokolove (2000a), for example, found that undergraduate biology students from active learning, co-operative groups were able to pose better and higher level questions after reading chapters from a textbook than those taught in a traditional lecture format. The active learni”
Teaching for quality learning in chemistry (2005, unknown): “…both teaching and learning for understanding, and the number of investigations looking for ways to stimulate students to generate questions is growing (Commeyras, 1995; Marbach-Ad & Sokolove, 2000; Maskill & Pedrosa de Jesus, 1997a; Rosenshine et al., 1996; Watts et al., 1997; Zoller, 1987, 1994).”
Using questions sent to an Ask‐A‐Scientist site to identify children's interests in science (2006, background): “Students rarely ask questions in the classroom, and when they do, only a very small subset of their questions evidence genuine intellectual curiosity (Dillon, 1988; Graesser & Person, 1994; Marbach-Ad & Sokolove, 2000; Pedrosa de Jesus et al., 2003; Rop, 2003; White & Gunstone, 1992).”
Questions of chemistry (2003, background): “…in both teaching and learning for understanding, and the number of investigations looking for ways to stimulate students to generate questions is growing (Commeyras 1995, Rosenshine, Meister and Chapman 1996, Maskill and Pedrosa de Jesus 1997a, Watts et al. 1997, Marbach-Ad and Sokolove 2000).”
Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment (2009, background): “Similarly, recent studies indicated that posing questions has a positive effect on students’ learning process (Dori and Herscovitz 1999; Marbach-Ad and Sokolove 2000 ).”
Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms (2012, background): “In addition, putting students into collaborative learning situations where they must clarify questions and design investigations together can help develop their questions (Marbach-Ad and Sokolove 2000).”