Characterizing students’ peer–peer questions: frequency, nature, responses and learning
نویسندگان
چکیده
In group activities, students work collaboratively to accomplish specific objectives. Students have engage and interact with each other in order complete collaborative assignments. One way that stay engaged is through asking questions. the research reported here, we looked at peer-to-peer questions context of a activity. Specifically, examined frequency questions, types responses elicited by student whether peer question-and-answer interactions led verbalized learning, disciplinary content asked their groups. Our results show there was wide range across The were broadly classified as confirmation seeking, clarification information seeking understanding. Types included explanations (conceptual), informational, unsure, no response. Most exchanges did not lead learning. Some combinations more likely learning than others. most commonly sought facts descriptions procedures. Questions conceptual understanding, which are least common. Implications for instruction discussed.
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ژورنال
عنوان ژورنال: Chemistry Education. Research and Practice
سال: 2023
ISSN: ['1109-4028']
DOI: https://doi.org/10.1039/d2rp00146b