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Student-generated questions: encouraging inquisitive minds in learning science
Issue Date: 
Teaching and Learning, 23(1), 59-67
In a typical classroom setting, the teacher presents information and poses questions to which students answer. Rarely do students ask questions to which the teacher responds. Given this state of affairs, it is difficult for the teacher to know the kinds of puzzlement that students have if their questions are not articulated. More importantly, questions are also psychological tools for thinking as
they help to scaffold ideas, and can advance students' understanding of scientific
concepts and phenomena. The act of asking questions and the consequent search
for answers is key to active learning. The formulation of a good question is also a
creative act, and at the heart of what doing science is all about. Hence, students
should be encouraged to ask questions as this facilitates learning. The purpose of
this paper is to highlight the value of students' questions in the learning-teaching
process, review the research on student-generated questions in science learning,
suggest some strategies that teachers can use to foster a 'culture of inquisitiveness'
in their classrooms, and discuss some related issues and implications of students'
questions for science teaching.
Appears in Collections:Journal Articles - Teaching and Learning

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