• Information Technology
  • Human Resources
  • Careers
  • Giving
  • Library
  • Bookstore
  • Active Living
  • Continuing Education
  • Go Dinos
  • UCalgary Maps
  • UCalgary Directory
  • Academic Calendar
My UCalgary
Webmail
D2L
ARCHIBUS
IRISS
  • Faculty of Arts
  • Cumming School of Medicine
  • Faculty of Environmental Design
  • Faculty of Graduate Studies
  • Haskayne School of Business
  • Faculty of Kinesiology
  • Faculty of Law
  • Faculty of Nursing
  • Faculty of Nursing (Qatar)
  • Schulich School of Engineering
  • Faculty of Science
  • Faculty of Social Work
  • Faculty of Veterinary Medicine
  • Werklund School of Education
  • Information TechnologiesIT
  • Human ResourcesHR
  • Careers
  • Giving
  • Library
  • Bookstore
  • Active Living
  • Continuing Education
  • Go Dinos
  • UCalgary Maps
  • UCalgary Directory
  • Academic Calendar
  • Libraries and Cultural Resources
View Item 
  •   PRISM Home
  • Conferences
  • Conference on Postsecondary Learning and Teaching
  • View Item
  •   PRISM Home
  • Conferences
  • Conference on Postsecondary Learning and Teaching
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Generating questions: A key skill for the development of critical thinking

Thumbnail
Download
LEFEBVRE & MOZOLQuestion skills key to Critical Thinking Development submission to Conference Proceeding.pdf (3.022Mb)
Download Record
Download to EndNote/RefMan (RIS)
Download to BibTex
Author
Mozol, Vivian
Lefebvre, Julie
Accessioned
2015-07-09T20:56:18Z
Available
2015-07-09T20:56:18Z
Issued
2015-05-13
Type
Presentation
Metadata
Show full item record

Abstract
Students who are thinking critically in a science, engage in a four step process that begins with them collecting data and/or observations, evaluating the data/observations, using their evaluation to generate a hypothesis, which in turn must then be evaluated (Keller, 2008). This process is assumed to be cyclical until a hypothesis leads to a conclusion. A key skill identified for three of the four steps is the ability to question. Questioning is also a hallmark of self-directed, reflective learners (Chin et.al., 2002). The literature has shown, however, that students have limited opportunities in class to raise (and learn from) their own questions and that students’ questions are usually infrequent, and tend to probe for basic information rather than a deeper understanding (Chin et. al., 2002, Dillon, 1988, Middlecamp et. al., 2005). The presenters are interested in creating activities that probe, hone and evaluate students’ questioning skills (Middlecamp et. al., 2000, Offerdahl et. al., 2014). The participants attending this presentation will be asked to experience a first day of class activity designed to probe the initial questioning skills of freshman chemistry students. It will be followed by how these students’ questioning skills were also assessed at the end of term. It is hoped an interactive discussion will be sparked regarding how to best use activities, like those presented, to strategically address the development of students questioning skills.
Refereed
No
Department
Chemistry
Faculty
Science
Institution
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/10292
Uri
http://hdl.handle.net/1880/50566
Collections
  • Conference on Postsecondary Learning and Teaching

Browse

All of PRISMCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

My Account

LoginRegister

Download Results

Statistics

Most Popular ItemsStatistics by CountryMost Popular Authors

  • Email
  • SMS
  • 403.220.8895
  • Live Chat

Energize: The Campaign for Eyes High

Privacy Policy
Website feedback

University of Calgary
2500 University Drive NW
Calgary, AB T2N 1N4
CANADA

Copyright © 2017