An Educational Method Based on Student-Generated Questions

Autor/inn/en	Gil Llinás, Julia; Tobaja Márquez, Luis Manuel
Titel	An Educational Method Based on Student-Generated Questions
Quelle	In: International Journal of Educational Methodology, 9 (2023) 2, S.333-343 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gil Llinás, Julia) ORCID (Tobaja Márquez, Luis Manuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teaching Methods; Physics; Science Instruction; Multiple Choice Tests; Science Tests; Active Learning; Test Preparation; Engineering Education; Learning Processes; Undergraduate Students; Comparative Analysis; Misconceptions; Scientific Concepts; Concept Formation; Test Construction; Student Participation; Topography; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Aktives Lernen; Ingenieurausbildung; Learning process; Lernprozess; Missverständnis; Concept learning; Begriffsbildung; Testaufbau; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Topografie; Ausland; Spanien
Abstract	This paper describes an experience based on the use of an active method in which students of a basic physics course prepare multiple choice questions (MCQs) to prepare for exams in the subject. The objective of the research was to provide the students with a method that would enhance their desire to learn physics, and consequently lead to an improvement in their meaningful learning. The participants were 57 first-year students from various engineering degrees. The quasi-experimental design with pre- and post-tests and a control group is described. The results showed that students who use the method of generating MCQs to prepare exams sometimes improve their learning significantly in comparison with the control group. The method also provides a new way to detect students' misconceptions about the concepts covered in class, which thus allows the evolution of their knowledge to be evaluated. Finally, it should be noted that the students valued the method used positively. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01