Question asking in tutoring sessions

Group-level metacognitive scaffolding is critical for productive knowledge building. However, previous research mainly focuses on the individual-level metacognitive scaffoldings in helping learners improve knowledge building, and little effort has been made to develop group-level metacognitive scaffolding (GMS) for knowledge building. This research designed three group-level metacognitive scaffoldings of general, task-oriented, and idea-oriented scaffoldings to facilitate in-service teachers’ knowledge building in small groups. A mixed method is used to examine the effects of the GMSs on groups’ knowledge building processes, performances, and perceptions. Results indicate a complication of the effects of GMSs on knowledge building. The idea-oriented scaffolding has potential to facilitate question-asking and perspective-proposing inquiry through peer interactions; the general scaffolding does not necessarily lessen teachers’ idea-centered explanation and elaboration on the individual level; the task-oriented scaffolding has the worst effect. Pedagogical and research implications are discussed to foster knowledge building with the support of GMSs.

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Pedagogical Agents for Fostering Question-Asking Skills in Children

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems ◽

10.1145/3313831.3376776 ◽

2020 ◽

Cited By ~ 2

Author(s):

Mehdi Alaimi ◽

Edith Law ◽

Kevin Daniel Pantasdo ◽

Pierre-Yves Oudeyer ◽

Hélène Sauzeon

Keyword(s):

Pedagogical Agents ◽

Question Asking

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Evaluation of an educational handbook as a knowledge-acquisition strategy for mastectomized women

Revista Latino-Americana de Enfermagem ◽

10.1590/s0104-11692012000400006 ◽

2012 ◽

Vol 20 (4) ◽

pp. 668-676 ◽

Cited By ~ 4

Author(s):

Mariza Silva de Oliveira ◽

Míria Conceição Lavinas Santos ◽

Paulo César de Almeida ◽

Marislei Sanches Panobianco ◽

Ana Fátima Carvalho Fernandes

Keyword(s):

Breast Cancer ◽

Breast Reconstruction ◽

Knowledge Acquisition ◽

Quantitative Study ◽

Correct Answer ◽

Question Asking ◽

Cross Sectional ◽

Acquisition Strategy ◽

Analysis Of Knowledge ◽

Positive Results

This descriptive, cross-sectional and quantitative study presents an analysis of knowledge acquired by mastectomized women concerning breast cancer after reading an educational handbook. The sample was composed of 125 women. Data were collected in a specialized cancer facility in three phases: preparatory, operational I and operational II. As to the knowledge acquired, the posttest showed an 11% increase in the number of correct answers compared to the pretest. The most frequent correct answer regarded a question asking the name of the surgery (97.60%) while the question concerning breast reconstruction obtained the lowest number of correct answers (58.40%). Answers to all the questions significantly improved in the posttest, with the exception of a question addressing breast reconstruction (p=0.754). The assessment of knowledge showed positive results after reading, suggesting that cognition is essential to understanding and adhering to guidance, thus the handbook is a favorable resource to be used in the rehabilitation of mastectomized women.

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Effects of social density and pre-knowledge on question asking in a novel setting

Journal of Environmental Psychology ◽

10.1016/s0272-4944(87)80023-3 ◽

1987 ◽

Vol 7 (2) ◽

pp. 159-168 ◽

Cited By ~ 2

Author(s):

URS Fuhrer

Keyword(s):

Question Asking ◽

Social Density

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Information seeking during “bad news” oncology interactions: Question asking by patients and their companions

Social Science & Medicine ◽

10.1016/j.socscimed.2006.07.012 ◽

2006 ◽

Vol 63 (11) ◽

pp. 2974-2985 ◽

Cited By ~ 89

Author(s):

Susan Eggly ◽

Louis A. Penner ◽

Meredith Greene ◽

Felicity W.K. Harper ◽

John C. Ruckdeschel ◽

...

Keyword(s):

Information Seeking ◽

Bad News ◽

Question Asking

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THE RHEUMATIC CHILD AND HIS WORLD

PEDIATRICS ◽

10.1542/peds.19.5.916 ◽

1957 ◽

Vol 19 (5) ◽

pp. 916-922

Author(s):

Iago Galdston

Keyword(s):

Rheumatic Fever ◽

External World ◽

The Body ◽

Statistical Analyses ◽

Review Of The Literature ◽

Question Asking ◽

Claude Bernard ◽

The World ◽

Etiologic Research

IT IS PROVERBIAL that a fool can ask more questions than a wise man can answer. It is not proverbial that for the question-asking fool there is some hope and for the others, none. Now it is my intention on this occasion to play the fool awhile, to ask a great number of questions, and I cordially invite you to join me in this game. I want to inquire into The World of the Rheumatic Child, into his internal as well as into his external world, or, as Claude Bernard has phrased it, into his milieu interieur and into his milieu exterieur. Now there is some method to my folly, and it amounts to this. We know a great deal about the disease rheumatic fever and about its devastating effects within the body of its victim. But we do not know a great deal, indeed only a very little, about the victim within whose body the disease effects its devastations. I said—we know a great deal about the disease itself. In preparation for this talk I "re-surveyed the literature" and I found it, as I have known it to be, not only enormous in quantity but most impressive in quality. It is literally studded with masterpieces of etiologic research, of clinical surveys, of pathologic studies, of follow-up surveys, of epidemiologic analyses, and of therapeutic enterprises. In my review of the literature I came upon some old and esteemed friends whose works I had witnessed "in the making," the studies, for example, of Wyckoff, and those of Alfred Cohn; Claire Ling's penetrating statistical analyses, Pearl Raymond's biologic speculations, May Wilson's classical and encyclopedic résumé of knowledge—and upon a host of others, too numerous, really, to catalogue.

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