10/27/2022 0 Comments Callum stewart rogge![]() ![]() Categorizing questions according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order questions. These data were analyzed in addition to data from the course exam, which asked them to formulate a higher-level question in response to a prompt. Students generated lists of questions in response to an assertion prompt and categorized them according to Bloom's Taxonomy. In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order questions that lead to knowledge of facts and higher-order questions that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). ![]() Participants were one hundred eighteen 9th grade students who were randomly assigned to one of four experimental conditions, forming a 2 x 2 factorial design with the…Īsking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students. This study investigated how question prompts and feedback influenced knowledge acquisition and cognitive load when learning Newtonian mechanics within a web-based multimedia module. Huang, Kun Chen, Ching-Huei Wu, Wen-Shiuan Chen, Wei-Yu Interactivity of Question Prompts and Feedback on Secondary Students' Science Knowledge Acquisition and Cognitive Load Two classes of eighth grade students (N = 64) from one middle school… This study adopted a quasi-experimental research design. The focus of this study was to investigate the effects of student-question generation with online prompts on student academic achievement, question-generation performance, learning satisfaction and learning anxiety. The Effects of Student Question-Generation with Online Prompts on Learning ![]()
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