how to complete our homework and question papers 6 question papers on time from only 2 days please answer it please it is urgent
Answers
Answer:
Questioning is an integral part of meaningful learning and scientific inquiry. The formulation of a good question is a creative act, and at the heart of what doing science is all about. As Cuccio‐Schirripa and Steiner (2000) have stated, ‘Questioning is one of the thinking processing skills which is structurally embedded in the thinking operation of critical thinking, creative thinking, and problem solving’ (p. 210). Moreover, as we will show, students' questions play an important role in the learning process as they are a potential resource for both teaching and learning science.
Despite the capacity of students' questions for enhancing learning, much of this potential still remains untapped. Observational studies of classrooms by Dillon (1988) and of tutoring sessions by Graesser and Person (1994) found that students asked few questions, and even fewer in search of knowledge. As grade level increases, students ask fewer ‘on‐task attention’ questions (Good, Slavings, Harel, & Emerson, 1987, p.186) that relate to the immediate task and draw attention to themselves. This probably occurs because students do not want to call attention to themselves or because teachers often do not encourage students to ask questions. Also, few students spontaneously ask high‐quality thinking or cognitive questions (Carr, 1998; White & Gunstone, 1992, p.170), with most questions being factual, procedural, or closed in nature.
In recent years, however, there has been an increasing emphasis on the important role that language, discourse, and argumentation play in both the personal and social construction of scientific knowledge (e.g. Duschl & Osborne, 2002; Lemke, 1990). At the same time, there has also been a growing interest in the role of students' questions in learning science as questions are an essential component of discursive activity and dialectical thinking. A key, if not central, feature of scientific discourse is the role of questioning in eliciting explanations, postulating theories, evaluating evidence, justifying reasoning, and clarifying doubts. Put simply, the act of questioning encourages learners to engage in critical reasoning. Given that asking questions is fundamental to science and scientific inquiry, the development of students' abilities to ask questions, reason, problem‐solve, and think critically should, likewise, become a central focus of current science education reform (Zoller, Tsaparlis, Fatsow, & Lubezky, 1997).
The purpose of this paper, therefore, is to examine and review the existing research on students' questions and to explore ways of advancing future work into this area. In organising this review, we have structured it into four main sections. In the first section, we begin by highlighting the importance and role of students' questions in learning and teaching science. In doing this, we examine students' questions from the perspectives of both the learner and the teacher. We make the case for, and explain how, students' questions not only help students in the learning process, but also serve useful functions as a pedagogical tool for the teacher. Next, we review the empirical research that has been carried out on students' questions and consider the significance of the findings. This section is further divided into four sub‐sections, with each one addressing a different aspect of the research that has been carried out to date. Drawing on the findings of this research, we then discuss some issues and implications of students' questions for classroom instruction in the third section