Questions générées par les élèves Favoriser un discours sur le renforcement des connaissances durables et productifs

Auteurs-es

  • Gaoxia Zhu National Institute of Education, Nanyang Technological University
  • Ahmad Khanlari University of Toronto
  • Monica Resendes University of Toronto

DOI :

https://doi.org/10.21432/cjlt27978

Mots-clés :

Développement des connaissances , Questions posées par les étudiants , Discours productif, Discours durable, Enseignement scientifique

Résumé

Le rôle de question pour l'apprentissage des étudiants est vraiment reconnu. Mais une question controversée est qui va poser les questions qui dirige l'enquête, les professeurs ou les étudiants? Une perspective souligne que les professeurs produisent les questions a cause que les étudiants ne sont pas capables de créer des questions de haute qualité. Une autre perspective souligne l’agence étudiante en posant les questions et suppose qu’un échec des questions généré par les étudiants peuvent avoir un résultat d'échec de la consolidation des connaissances. Cet étude examine le degré que les étudiants élémentaire sont capables de générer questions et explore comment les questions générées des étudiants aident la consolidation des connaissances du progrès de discours. Dans la comparaison d’un fil de questions (un série de notes en ligne qui ont commencé avec des questions) et un fil de non-questions (une série de notes en ligne non commencé par des questions), on a réalisé que les questions posé par les étudiants les ont engagés dans un discours progressive et durable. Cela est centrale dans la consolidation des connaissances. De plus, l’analyse du contenu des données a révélé que les fils qui ont commencé avec des questions était plus probable a finir avec des fils productive compare au fils de non-questions.

Bibliographies de l'auteur-e

Gaoxia Zhu, National Institute of Education, Nanyang Technological University

Gaoxia Zhu is an assistant professor at the National Institute of Education, Nanyang Technological University in Singapore. She has a learning sciences, educational technology, and curriculum and pedagogy background. Her research interests include student agency, socio-emotional interactions, learning analytics, Knowledge Building, and computer-supported collaborative learning (CSCL).

Ahmad Khanlari, University of Toronto

Ahmad Khanlari is a postdoctoral fellow at OISE, University of Toronto in Canada where he researches in educational technology and knowledge building environments. His research area is in Knowledge Building, learning analytics, educational robots, educational technology, engineering education, and STEM education.

Monica Resendes, University of Toronto

Monica Resendes is a researcher at OISE, University of Toronto in Canada. She is a consultant for the Ontario Principal’s Associations and is involved in a province-wide project to help build capacity around environmental inquiry and knowledge building in the classroom.

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Publié-e

2023-01-21

Numéro

Vol. 48 No. 2 (2022): Printemps

Rubrique

Articles

Licence

© Ahmad Khanlari, Gaoxia Zhu, Monica Resendes 2022

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.