"Will a Black Hole Eventually Swallow the Earth?" Fifth Graders' Interest in Questions from a Textbook, an Open Educational Resource, and Other Students' Questions

Autor/inn/en	Swirski, Hani; Baram-Tsabari, Ayelet
Titel	"Will a Black Hole Eventually Swallow the Earth?" Fifth Graders' Interest in Questions from a Textbook, an Open Educational Resource, and Other Students' Questions
Quelle	In: Interdisciplinary Journal of e-Skills and Lifelong Learning, 11 (2015), S.313-327 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2084
Schlagwörter	Foreign Countries; Elementary School Students; Grade 5; Student Interests; Differences; Questioning Techniques; Resource Units; Computer Uses in Education; Textbooks; Elementary School Science; Science Interests; Web Sites; Questionnaires; Correlation; Comparative Analysis; Israel + Suchen Sie Ihr Suchwort? Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Studieninteresse; Unterscheiden; Befragungstechnik; Fragetechnik; Computernutzung; Textbook; Text book; Schulbuch; Lehrbuch; Web-Design; Fragebogen; Korrelation
Abstract	Can questions sent to Open-Educational-Resource (OER) websites such as Ask-An-Expert serve as indicators for students' interest in science? This issue was examined using an online questionnaire which included an equal number of questions about the topics "space" and "nutrition" randomly selected from three different sources: a 5th-grade science textbook, the "Ask-An-Expert" website, and questions collected from other students in the same age group. A sample of 113 5th-graders from two elementary schools were asked to rate their interest level in finding out the answer to these questions without knowledge of their source. Significant differences in students' interest level were found between questions: textbook questions were ranked lowest for both subjects, and questions from the open-resource were ranked high. This finding suggests that questions sent to an open-resource could be used as an indicator of students' interest in science. In addition, the high correlation of interests expressed by students from the two schools may point to a potential generalization of the findings. This study contributes by highlighting OER as a new and promising indicator of student interest, which may help bring "student voices" into main-stream science teaching to increase student interest in science. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01