The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents
The purpose of this research was to examine the effects of instruction on students' generation of questions when reading multiple documents. Participants were 151 undergraduate students who were randomly assigned to one of two conditions: a treatment condition that received question generation...
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| Veröffentlicht in: | The Journal of experimental education 2017-04, Vol.85 (2), p.334-351 |
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| container_end_page | 351 |
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| container_title | The Journal of experimental education |
| container_volume | 85 |
| creator | Cameron, Chelsea Van Meter, Peggy Long, Valerie A. |
| description | The purpose of this research was to examine the effects of instruction on students' generation of questions when reading multiple documents. Participants were 151 undergraduate students who were randomly assigned to one of two conditions: a treatment condition that received question generation instruction and a control condition that did not receive question generation instruction. All participants read four primary-source documents and were asked to generate up to 10 questions based on those documents. Results indicate that students generated significantly fewer higher-order integration questions without instructional support. These results are replicated with an alternative document set to demonstrate that the effects found were not due to the specific historical topic. |
| doi_str_mv | 10.1080/00220973.2016.1182884 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0022-0973 |
| ispartof | The Journal of experimental education, 2017-04, Vol.85 (2), p.334-351 |
| issn | 0022-0973 1940-0683 |
| language | eng |
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| source | EBSCOhost Education Source; JSTOR |
| subjects | College students Critical Reading critical thinking Educational Psychology Heuristics history instruction Introductory Courses LEARNING, INSTRUCTION, AND COGNITION postsecondary education Prior Learning Questioning Techniques reading Reading Comprehension Reading Instruction Reading Processes Scores Scoring Rubrics Statistical Analysis Students Teaching Thinking Skills Undergraduate Students |
| title | The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents |
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