Investigating the Benefits of Student Question Generation in Data Science MOOC Assessments

2020 ◽  
Author(s):  
Anjali Singh
Keyword(s):  
Data Science ◽  
Question Generation ◽  
Student Question

scholarly journals Question Generation as a Strategy for Advancing Intermediate- and Low-Achieving Students in Higher Education

2021 ◽  
Vol 5 (4) ◽  
pp. 14
Author(s):  
Ester Aflalo
Keyword(s):  
Preservice Teachers ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Question Generation ◽  
Low Achieving Students ◽  
Before And After ◽  
Student Question

Student question generation (SQG) is a teaching and learning strategy that promotes higher-order cognitive skills. The purpose of this study is to determine which students gain the most from SQG activities: Is it mainly those with strong academic achievements? The study took place over the course of six years, during which 171 preservice teachers in Israel generated, answered, and peer-evaluated questions at higher and lower orders of thinking. When their exam grades before and after the SQG intervention were checked, the intermediate- and low-achieving students showed the most significant improvement. These findings could contribute to a reassessment of commonly held attitudes about the ostensible inability of underachieving students to engage in higher-order thinking tasks.

scholarly journals Effects of online procedural scaffolds and the timing of scaffolding provision on elementary Taiwanese students' question-generation in a science class

2013 ◽  
Vol 29 (3) ◽  
Author(s):  
Fu-Yun Yu ◽  
Han-Chang Tsai ◽  
Hui-Ling Wu
Keyword(s):  
Learning System ◽  
Fifth Grade ◽  
Future Research ◽  
Science Class ◽  
Question Generation ◽  
Online Student ◽  
Online Systems ◽  
Positive Effects ◽  
Context Specific ◽  
Student Question

<p class="ICCENormalText1stparagraph">This study examined the effects of online procedural scaffolds (in the form of generic question-stems with context-specific examples) and the timing of scaffolding provision (immediate versus delayed) on supporting the online student question-generation learning process in a science class. A total of 78 fifth-grade Taiwanese students participated in eight online question-generation sessions. An online learning system equipped with a customizable scaffolding design in terms of content and timing of access was used. The results of ANOVAs on the students' week-by-week question-generation performance showed the immediate positive effects of immediate procedural scaffolding. However, the delayed procedural scaffolds group did not statistically distinguish themselves from the no-scaffolds group in any of the eight question-generation performances, nor did the delayed approach engender productive failure, as postulated by some researchers. The significance of this study is discussed, along with suggestions for related instructional implementations, online systems and future research.</p><br />

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