Pupil-Generated Questions in a Collaborative Open Inquiry

Autor/inn/en	Pöntinen, Susanna; Kärkkäinen, Sirpa; Pihlainen, Kaisa; Räty-Záborszky, Sinikka
Titel	Pupil-Generated Questions in a Collaborative Open Inquiry
Quelle	In: Education Sciences, 9 (2019), Artikel 156 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pihlainen, Kaisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Inquiry; Questioning Techniques; Learning Processes; Early Adolescents; Cooperative Learning; Active Learning; Science Instruction; Self Management; Teamwork; Authentic Learning; Space Sciences; Rural Schools; Foreign Countries; Physics; Elementary School Students; Computer Software; Finland + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Learning process; Lernprozess; Kooperatives Lernen; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Selbstmanagement; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Physik; Finnland
Abstract	Formulating questions is an integral part of pupils' learning process and scientific inquiry. Investigating pupil-generated questions in a collaborative science learning setting, combining self-regulation theory and phases of inquiry, can extend the previous research into pupils' questions.This study considered questions from pupils (n = 24, aged 11-12) as types of interaction to share and reflect on both their own and others' ideas during a collaborative open inquiry. The study was qualitative in nature. The data was collected by making video recordings of pupils' team discussions during the study process in 12 science lessons. A content analysis demonstrates that through their questions, the pupils were actively involved in guiding their work from various points of views. These results suggest that fifth graders can successfully conduct a complex open inquiry in teams. Consequently, this study underlines that allowing pupils to work at their own pace, and to take responsibility for their learning, opportunities can arise for pupils to pose questions and regulate their learning through questions. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01