Active Learning Through Student Generated Questions in Physics Experimentation Classrooms

In hopes of helping students become more active and intellectually engaged learners while conducting physics experiments, a multiple-choice question-generation learning strategy was introduced to supplement traditional lab reports on the premise that only a fairly minor modification of traditional laboratory exercises was required. In total 39 university freshmen participated in the study during the spring of 2004. To understand if and in what ways multiple-choice question-generation instructional strategy might influence students’in-class learning behavior and study patterns, a single group research design involving non-participant observation and survey research methods were employed in the study and a multiple-choice question-generation component was introduced to the class around the mid of the semester. Comparisons were made between the “before”and “after” on students’ in-class question-asking behavior and instructional VCD viewing practices. Against researchers’ expectation, quantitative data analysis did not show prominent changes in the number of times students raised questions toward TAs or the instructor, nor did it influence the number of times students accessed VCD. Nevertheless, it affected students’study behavior in several significant ways. By requiring students to generate multiple-choice questions, it helped to cultivate an active and reflective learning atmosphere.