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Title: Student-generated questions: encouraging inquisitive minds in learning science
Authors: Chin, Christine
Issue Date: 2002
Citation: Teaching and Learning, 23(1), 59-67
Abstract: 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.
ISSN: 0129-7112
Appears in Collections:Journal Articles - Teaching and Learning

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