The DOI matches its Crossref record.
Posing Problems for Open Investigations: What questions do pupils ask?
Abstract
The purpose of this study was to (a) find out the types of questions that pupils ask for open-ended science investigations, and (b) discuss how teachers can help pupils to identify problems and pose questions that are feasible for investigations. The study was conducted in a class of 39 primary 6 pupils of mixed ability. The pupils wrote down questions for two investigations that they would like to work on. The questions for the first investigation were generated individually, but those for the second investigation were posed in groups after the pupils were shown some examples of investigable questions. Among the questions that were posed individually, only 11.7% could be answered by performing hands-on investigations. Most of the questions asked were based on general knowledge and covered a wide range of topics. However, when questions were generated in groups after examples were shown, there was a significant increase in the number of questions that were amenable to science investigations (71.4%) but they related to fewer topics. A typology of investigable and non-investigable questions is proposed. Suggestions on how teachers can help pupils to pose problems and questions that are feasible for investigations are given.
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In the citing paper
“However, after the students were shown the examples of investigable questions, the percentage increased to 71.4% (Chin & Kayalvizhi, 2002).”
From Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol (2023) · cites this paper as Chin & Kayalvizhi, 2002
In the citing paper
“This evaluation ensured that the questions were suitable and aligned with Chin and Kayalvizhi's (2002) interpretations.”
From Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol (2023) · cites this paper as Chin & Kayalvizhi, 2002
In the citing paper
“The questions were sent to three external experts for quality evaluation to ensure that they corresponded with Chin and Kayalvizhi's (2002) four factors:”
From Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol (2023) · cites this paper as Chin & Kayalvizhi, 2002
In the citing paper
“The findings of the present research reinforce those of Chin and Kayalvizhi's (2002) study, in which the total percentage of investigable questions generated by students was 11.7%.”
From Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol (2023) · cites this paper as Chin & Kayalvizhi, 2002
In the citing paper
“Through skilled teacher questioning and discussion, students were assisted in converting their non-investigable questions into investigable ones (Chin & Kayalvizhi, 2002).”
From Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol (2023) · cites this paper as Chin & Kayalvizhi, 2002
In the citing paper
“Coding categories were developed for the questions that were derived from existing literature on questions that students had asked (see Chin & Kayalvizhi, 2002).”
From Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol (2023) · cites this paper as Chin & Kayalvizhi, 2002
In the citing paper
“By examining the structure of this actual material, students become more precise in their understandings of a concept.”
From Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol (2023) · cites this paper as Chin & Kayalvizhi, 2002
In the citing paper
“Questions in this category involve the confirmation of a scientific concept through the construction of concrete materials (Chin & Kayalvizhi, 2002).”
From Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol (2023) · cites this paper as Chin & Kayalvizhi, 2002
Citations
Cites
No references could be resolved yet.
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Cited by
Sorted by citations
Dah, N. M., Mat Noor, M. S. A., Kamarudin, M. Z., & Ibrahim, M. M. (2023) · Asia-Pacific Science Education · doi:10.1163/23641177-bja10063 · Cited by 11
Metadata
- Authors
- Chin, C., & Kayalvizhi, G.
- Venue
- Research in Science & Technological Education
- Publisher
- Informa UK Limited
- Published
- 2002-12
- Volume
- 20
- Issue
- 2
- Pages
- 269-287
- ISSN
- 0263-5143 (ISSN-L)
- 1470-1138
- OpenAlex
- W2047123682
- Cited by
- 98
- References
- 0
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 4 · 2023: 11 · 2022: 4 · 2021: 8 · 2020: 4 · 2019: 3 · 2018: 2 · 2017: 9 · 2016: 8 · 2015: 9 · 2014: 5 · 2013: 4 · 2012: 7
- FWCI
- 6.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Research in Science & Technological Education (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Keywords
- problem posing, elementary school students, hands-on experiments
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