Effects of question stem on pupils’ online questioning, science learning, and critical thinking

Hsin Wen Hu, Chiung Hui Chiu, Guey-Fa Chiou

Research output: Contribution to journalArticle

Abstract

The authors investigated the effects of differing question-stem designs (detailed stem, simple stem, and no stem) on elementary students regarding the quality of the posed questions by students, as well as their science reports, science achievements, and critical thinking ability. A quasi-experimental design was adopted. One hundred fifth-grade Taiwanese students were assigned to three groups: detailed stem (G1), simple stem (G2), and no stem (G3). Three pupils formed a team, with each group having 11 teams. The members of each team needed to collaborate for proceeding with an online questioning activity. The results showed that the detailed-stem group had a better questioning quality. For science reports, the detailed-stem group and simple-stem group had a significantly better effect than the no-stem group. Regarding science achievement, there was no significant difference among the three groups. And finally, for critical thinking, the detailed-stem group and no-stem group had a significantly better effect than the simple-stem group.

Original languageEnglish
Pages (from-to)564-573
Number of pages10
JournalJournal of Educational Research
Volume112
Issue number4
DOIs
Publication statusPublished - 2019 Jul 4

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science
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Keywords

  • Elementary education
  • interactive learning environments
  • online questioning
  • question stem
  • questioning quality

ASJC Scopus subject areas

  • Education

Cite this

Effects of question stem on pupils’ online questioning, science learning, and critical thinking. / Hu, Hsin Wen; Chiu, Chiung Hui; Chiou, Guey-Fa.

In: Journal of Educational Research, Vol. 112, No. 4, 04.07.2019, p. 564-573.

Research output: Contribution to journalArticle

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