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Cited by 605

The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.

Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain

King, Alison·1994·American Educational Research Journal
DOI 10.2307/1163313
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Abstract

Following teacher-presented science lessons, pairs of fourth and fifth graders studied the material by asking and answering each others’ self-generated questions. In one condition students’ discussion was guided by questions designed to promote connections among ideas within a lesson. In a second condition discussion was guided by similar lesson-based questions as well as ones intended to access prior knowledge/experience and promote connections between the lesson and that knowledge. All students were trained to generate explanations (one manifestation of complex knowledge construction). Analysis of post-lesson knowledge maps and verbal interaction during study showed that students trained to ask both kinds of questions engaged in more complex knowledge construction than those trained in lesson-based questioning only and controls. These findings, together with performance on comprehension tests for material studied, support the conclusion that, although both kinds of questions induce complex knowledge construction, questions designed to access prior knowledge/experience are more effective in enhancing learning.

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Metadata

Authors
King, A.
Venue
American Educational Research Journal
Publisher
SAGE Publications
Published
1994
Volume
31
Issue
2
Pages
338
ISSN
0002-8312 (ISSN-L)
DOI
10.2307/1163313
OpenAlex
W2131683772
Cited by
605
References
5
FWCI
46.41
Type
journal article
Language
en
Open access
closed

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

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