Teachers reported that trusting students to generate and pursue their own questions worked better than expected and revealed new student capabilities and gaps¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Many teachers found that student-generated questions matched or exceeded what they would have asked, while also discovering students lacked experience in questioning, sensemaking, and independent research. → Iwatani 2020

Evidence¶

Iwatani 2020¶

Iwatani, E., Means, B., Romero, M. R., & Vang, M. C. (2020). Deepening Science Engagement with Challenge Based Learning: Research Report. San Mateo, CA: Digital Promise. https://digitalpromise.dspacedirect.org/items/f928a607-e645-49d6-abbf-3d9b42cf7383 doi:10.51388/20.500.12265/93

q2 · i? · design · r3

Qualitative findings from teacher interviews. Teachers observed students could productively generate science questions, reason deeply, and collaborate, but also struggled with self-directed questioning, secondary research skills, and applying concepts to new problems.

"For many teachers, asking students to do more of the questioning and thinking worked out better than they had expected, which was a pleasant surprise."

Discussion¶

Related Claims¶

• 75% of student-authored physics questions met combined high-quality criteria (clear, correct, plausible distractors, above recall, adequate explanation) — the general claim this finding bears on, with the studies behind it
• Questioning Strategies Improve Learning — related
• Students' surprise at measurement values was overwhelmingly expressed by identifying an outlier or extreme/unusual value — related