Submitting Campus

Worldwide

Department

Department of Mathematics and Physical and Life Sciences

Document Type

Article

Publication/Presentation Date

9-2016

Abstract/Description

Previous studies investigating student-generated questions in a laboratory class compared inquiry to a traditional approach without characterizing the inquiry level. This study investigated the influence of inquiry level on the quantity and quality of student-generated questions over one semester in a General Chemistry course with 356 participants. The researchers studied two types of inquiry in labs: structured inquiry and open inquiry. Quantity and quality of student-generated questions were analyzed and student attitudes were measured using a LIKERT survey while content knowledge was assessed via post-test. A close relationship was not found between the level of inquiry and the quantity or quality of student-generated questions, student attitudes or content knowledge. However, the data highlighted the importance of the teacher in the quantity and quality of student questions.

Publication Title

Journal of Education and Human Development

DOI

https://doi.org/10.15640/jehd.v5n3a2

Publisher

American Research Institute for Policy Development

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