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Facilitating students' generation of suitable questions in ill-structured problem-solving contexts
Citation
Chia, C. Y. (2021). Facilitating students' generation of suitable questions in ill-structured problem-solving contexts [Doctoral dissertation, National Institute of Education, Nanyang Technological University, Singapore]. https://doi.org/10.32658/10497/22921
Author
Chia, Choon Yee
Supervisor
Chen, Victor
Abstract
Three challenges in classroom. Firstly, students asked few questions; secondly, these were unsophisticated and thirdly, problems presented to students were mainly well-structured.
Most literature’s strategies which helped students generate questions in problem representation was based on well-structured problem solving. These were inadequate in ill-structured problems. Moreover, the existing classification of quality of questions based on cognitive level and complexity was inadequate in ill-structured problem context.
The purpose of the study was to investigate the instructional strategies to help students generate suitable questions in ill-structured problem process especially when the problem exists but remains to be identified and a method of solving it was known or became known once the problem was formulated.
Using case study design, the analysis found Disruptive Scaffolding Inquiry (DSI), a new instructional strategic framework, helped students generate Suitable Questions (SQ) in ill-structured problem solving. SQ is a new classification of quality of student generated questions based on functionality (knowledge-in-use). They are Anchoring and Delimiting Questions.
DSI facilitates students to generate SQ through two unique but interrelated stages – problem representation and problem identification. In problem representation, disruptive scaffolding of defamiliarization and subversive questioning helped students to transform their statements description of problem into plausible questions. These plausible questions served as inputs into problem identification for verification. The iterations between the problem representation and problem identification continued until a satisfactory problem finding was reached when students were able to restate the problem; after deliberations on the ambiguous and conflicting assumptions; and information to conclude with the problem statement.
Therefore, this study offers SQ as additional way to classify questions and DSI as a new strategic framework to facilitate students to problem find using self-generate questions for problem that exists but yet to be identified.
Most literature’s strategies which helped students generate questions in problem representation was based on well-structured problem solving. These were inadequate in ill-structured problems. Moreover, the existing classification of quality of questions based on cognitive level and complexity was inadequate in ill-structured problem context.
The purpose of the study was to investigate the instructional strategies to help students generate suitable questions in ill-structured problem process especially when the problem exists but remains to be identified and a method of solving it was known or became known once the problem was formulated.
Using case study design, the analysis found Disruptive Scaffolding Inquiry (DSI), a new instructional strategic framework, helped students generate Suitable Questions (SQ) in ill-structured problem solving. SQ is a new classification of quality of student generated questions based on functionality (knowledge-in-use). They are Anchoring and Delimiting Questions.
DSI facilitates students to generate SQ through two unique but interrelated stages – problem representation and problem identification. In problem representation, disruptive scaffolding of defamiliarization and subversive questioning helped students to transform their statements description of problem into plausible questions. These plausible questions served as inputs into problem identification for verification. The iterations between the problem representation and problem identification continued until a satisfactory problem finding was reached when students were able to restate the problem; after deliberations on the ambiguous and conflicting assumptions; and information to conclude with the problem statement.
Therefore, this study offers SQ as additional way to classify questions and DSI as a new strategic framework to facilitate students to problem find using self-generate questions for problem that exists but yet to be identified.
Date Issued
2021
Call Number
LB3605 Chi
DOI
10.32658/10497/22921
Date Submitted
2021