Impact of Student-Generated Questioning Practices on Science and Literacy Learning

ID: 52768 Type: Full Paper: Research
  1. Hui-Yin Hsu, New York Institute of Technology, United States
  2. Paul Kim, Stanford University, United States
  3. Heike Heidemeier, Rwth Aachen University, Germany
  4. Shiang-Kwei Wang, New York Institute of Technology, United States

Tuesday, June 26 10:45 AM-11:15 AM

No presider for this session.

Literature has shown that student-generated questions can positively affect students’ learning motivation and reading comprehension, depending on teachers’ design of learning activities. The (Stanford Mobile Inquiry-Based Learning Environment) SMILE technology is developed to support teachers to have students generate questions. We conducted the study with one middle school science teacher who used SMILE to elicit and use higher-order thinking in the learning process. We will report teacher’s implementation experience and how student-generated questioning practices affect students’ learning attitude, learning performance (domain-specific content knowledge and reading comprehension) and knowledge retention. The measurements will focus on if students’ vocabulary in specific content and the quality of students’ questions evolve over time, and the impact on students’ science learning motivation and learning performance.

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