Effects of Question Stem on Pupils' Online Questioning, Science Learning, and Critical Thinking

Autor/inn/en	Hu, Hsin-Wen; Chiu, Chiung-Hui; Chiou, Guey-Fa
Titel	Effects of Question Stem on Pupils' Online Questioning, Science Learning, and Critical Thinking
Quelle	In: Journal of Educational Research, 112 (2019) 4, S.564-573 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chiu, Chiung-Hui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2019.1608896
Schlagwörter	Grade 5; Science Instruction; Science Teachers; Elementary School Students; Foreign Countries; Science Activities; Questioning Techniques; Teaching Methods; Science Achievement; Critical Thinking; Thinking Skills; Electronic Learning; Research Reports; Elementary School Science; Taiwan + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Denkfähigkeit; Research report; Forschungsbericht
Abstract	The authors investigated the effects of differing question-stem designs (detailed stem, simple stem, and no stem) on elementary students regarding the quality of the posed questions by students, as well as their science reports, science achievements, and critical thinking ability. A quasi-experimental design was adopted. One hundred fifth-grade Taiwanese students were assigned to three groups: detailed stem (G1), simple stem (G2), and no stem (G3). Three pupils formed a team, with each group having 11 teams. The members of each team needed to collaborate for proceeding with an online questioning activity. The results showed that the detailed-stem group had a better questioning quality. For science reports, the detailed-stem group and simple-stem group had a significantly better effect than the no-stem group. Regarding science achievement, there was no significant difference among the three groups. And finally, for critical thinking, the detailed-stem group and no-stem group had a significantly better effect than the simple-stem group. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01