Résumés
Abstract
The role of questions in student learning is well recognized. However, the controversial issue of who should pose questions that direct inquiry continues: teachers or students? One perspective advocates that teachers generate questions as it assumes that students cannot generate high-quality questions. In contrast, Knowledge Building, a pedagogical approach that advocates transforming schools into knowledge-creation organizations, emphasizes student agency in generating authentic questions as they try to understand the world around them. This study examined the extent to which elementary students could generate questions and explore how student-generated questions help knowledge-building discourse progress. Comparing question threads (i.e., a series of online notes started with questions) and non-question threads (i.e., a series of online notes not started with questions), we noticed that questions posted by students engaged them in sustainable and progressive discourses, which is central to Knowledge Building. Moreover, the content analysis of the data revealed that the threads starting with questions were more likely to end up with productive threads than the non-question threads.
Keywords:
- knowledge building,
- student-generated questions,
- productive discourse,
- sustainable discourse,
- science education
Résumé
Le rôle de question pour l'apprentissage des étudiants est vraiment reconnu. Mais une question controversée est qui va poser les questions qui dirige l'enquête, les professeurs ou les étudiants? Une perspective souligne que les professeurs produisent les questions a cause que les étudiants ne sont pas capables de créer des questions de haute qualité. Une autre perspective souligne l’agence étudiante en posant les questions et suppose qu’un échec des questions généré par les étudiants peuvent avoir un résultat d'échec de la consolidation des connaissances. Cet étude examine le degré que les étudiants élémentaire sont capables de générer questions et explore comment les questions générées des étudiants aident la consolidation des connaissances du progrès de discours. Dans la comparaison d’un fil de questions (un série de notes en ligne qui ont commencé avec des questions) et un fil de non-questions (une série de notes en ligne non commencé par des questions), on a réalisé que les questions posé par les étudiants les ont engagés dans un discours progressive et durable. Cela est centrale dans la consolidation des connaissances. De plus, l’analyse du contenu des données a révélé que les fils qui ont commencé avec des questions était plus probable a finir avec des fils productive compare au fils de non-questions.
Mots-clés :
- Développement des connaissances,
- Questions posées par les étudiants,
- Discours productif,
- Discours durable,
- Enseignement scientifique
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