메뉴 건너뛰기




Volumn 30, Issue 1, 2012, Pages 49-60

Secondary education students' questions on experimental devices;Preguntas de los estudiantes de educación secundaria ante dispositivos experimentales

Author keywords

Experimental devices; Questions; Science learning; Secondary education

Indexed keywords


EID: 84879523659     PISSN: 02124521     EISSN: 21746486     Source Type: Journal    
DOI: 10.5565/rev/ec/v30n1.619     Document Type: Article
Times cited : (7)

References (65)
  • 1
    • 84970471508 scopus 로고
    • Contrasting instructional and structural importance: The seductive effect of teacher questions
    • Alexander, P.A., Jetton, T.L., Kulikowich, J.M. y Woehler, C.A. (1994). Contrasting instructional and structural importance: the seductive effect of teacher questions. Journal of Reading Behaviour, 26(1), pp. 19-42.
    • (1994) Journal of Reading Behaviour , vol.26 , Issue.1 , pp. 19-42
    • Alexander, P.A.1    Jetton, T.L.2    Kulikowich, J.M.3    Woehler, C.A.4
  • 2
    • 84965588735 scopus 로고
    • Comprehension monitoring: Identifying and coping with text confusions
    • Baker, L. (1979). Comprehension monitoring: Identifying and coping with text confusions. Journal of Reading Behavior, 11, pp. 363-374.
    • (1979) Journal of Reading Behavior , vol.11 , pp. 363-374
    • Baker, L.1
  • 3
    • 0011434086 scopus 로고
    • How do we know when we don't understand? Standards for evaluating text comprehension
    • Forrest-Pressley, D.L., Mackinnon, G.E. y Waller, T.G. (eds.). Nueva York: Academic Press
    • Baker, L. (1985). How do we know when we don't understand? Standards for evaluating text comprehension, en Forrest-Pressley, D.L., Mackinnon, G.E. y Waller, T.G. (eds.). Metacognition, cognition and human performance, pp. 155-205. Nueva York: Academic Press.
    • (1985) Metacognition, Cognition and Human Performance , pp. 155-205
    • Baker, L.1
  • 5
    • 0039087335 scopus 로고
    • Some determinants of the incidence and content of children's questions
    • Berlyne, D.E. y Frommer, F.D. (1966). Some determinants of the incidence and content of children's questions. Child Development, 38, pp. 177-187.
    • (1966) Child Development , vol.38 , pp. 177-187
    • Berlyne, D.E.1    Frommer, F.D.2
  • 7
    • 33646439732 scopus 로고    scopus 로고
    • Más allá de las ideas previas como dificultades de aprendizaje: las pautas de pensamiento, las concepciones epistemológicas y las estrategias metacognitivas de los alumnos de ciencias
    • Campanario, J.M. y Otero, J. (2000). Más allá de las ideas previas como dificultades de aprendizaje: las pautas de pensamiento, las concepciones epistemológicas y las estrategias metacognitivas de los alumnos de ciencias. Enseñanza de las Ciencias, 18, pp. 155-169.
    • (2000) Enseñanza de Las Ciencias , vol.18 , pp. 155-169
    • Campanario, J.M.1    Otero, J.2
  • 8
    • 0040076519 scopus 로고    scopus 로고
    • Student-generated question: A meaningful aspect of learning in science
    • Chin, C., Brown, D.E. y Bruce, B.C. (2002). Student-generated question: A meaningful aspect of learning in science. International Journal of Science Education, 24(5), pp. 521-549.
    • (2002) International Journal of Science Education , vol.24 , Issue.5 , pp. 521-549
    • Chin, C.1    Brown, D.E.2    Bruce, B.C.3
  • 9
    • 0040212685 scopus 로고    scopus 로고
    • Did you ask a good question today? Alternative cognitive and metacognitive strategies
    • Ciardiello, A.V. (1998). Did you ask a good question today? Alternative cognitive and metacognitive strategies. Journal of Adolescent & Adult Literacy, 42, pp. 210-219. (Pubitemid 128462387)
    • (1998) Journal of Adolescent and Adult Literacy , vol.42 , Issue.3 , pp. 210-219
    • Ciardiello, A.V.1
  • 11
    • 0004238012 scopus 로고    scopus 로고
    • Overhearing dialogues and monologues in virtual tutoring sessions: Effects on questioning and vicarious learning
    • Craig, S. D., Gholson, B., Ventura, M., Graesser, A. C. y the Tutoring Research Group. (2000). Overhearing dialogues and monologues in virtual tutoring sessions: Effects on questioning and vicarious learning. International Journal of Artificial Intelligence in Education, 11, pp. 242-253.
    • (2000) International Journal of Artificial Intelligence in Education , vol.11 , pp. 242-253
    • Craig, S.D.1    Gholson, B.2    Ventura, M.3    Graesser, A.C.4
  • 12
    • 0000434904 scopus 로고
    • Effects of question generation on reading comprehension
    • Davey, B. y McBride, S. (1986). Effects of question generation on reading comprehension. Journal of Educational Psychology, 78, pp. 256-262.
    • (1986) Journal of Educational Psychology , vol.78 , pp. 256-262
    • Davey, B.1    McBride, S.2
  • 13
    • 84942516572 scopus 로고
    • The remedial status of student questioning
    • Dillon, J.T. (1988). The remedial status of student questioning. Journal of Curriculum Studies, 20, pp. 197-210.
    • (1988) Journal of Curriculum Studies , vol.20 , pp. 197-210
    • Dillon, J.T.1
  • 15
    • 84883130458 scopus 로고    scopus 로고
    • Trabajo fin de Máster. Máster Universitario en Investigación en Didácticas Específicas, Universitat de València
    • Duque, K.J. (2010). Las preguntas de los estudiantes ante dispositivos experimentales. Trabajo fin de Máster. Máster Universitario en Investigación en Didácticas Específicas, Universitat de València.
    • (2010) Las Preguntas de Los Estudiantes Ante Dispositivos Experimentales
    • Duque, K.J.1
  • 16
    • 0000147547 scopus 로고
    • What classroom observation reveal about reading comprehension instruction
    • Durkin, D. (1978-1979). What classroom observation reveal about reading comprehension instruction. Reading Research Quarterly, 14, pp. 481-533.
    • (1978) Reading Research Quarterly , vol.14 , pp. 481-533
    • Durkin, D.1
  • 17
    • 0004426491 scopus 로고
    • Towards a theory of question asking
    • Flammer, A. (1981). Towards a theory of question asking. Psychological Research, 43, pp. 407-420.
    • (1981) Psychological Research , vol.43 , pp. 407-420
    • Flammer, A.1
  • 19
    • 0010824738 scopus 로고
    • Metacognition, instruction, and the role of questioning activities
    • D.L. Forrest-Pressley, G.E. Mackinnon y T.G. Waller (eds.). Orlando, Fl.: Academic Press
    • Gavelek, J.R. y Raphael, T.E. (1985). Metacognition, instruction, and the role of questioning activities, en D.L. Forrest-Pressley, G.E. Mackinnon y T.G. Waller (eds.). Metacognition, cognition and human performance, 2, pp. 103-136. Orlando, Fl.: Academic Press.
    • (1985) Metacognition, Cognition and Human Performance , vol.2 , pp. 103-136
    • Gavelek, J.R.1    Raphael, T.E.2
  • 21
    • 84935217410 scopus 로고
    • Students' passivity: A study of question asking in K-12 classrooms
    • Good, T.L., Slavings, R.L., Harel, K.H. y Emerson, M. (1987). Students' passivity: A study of question asking in K-12 classrooms. Sociology of Education, 60, pp. 181-199.
    • (1987) Sociology of Education , vol.60 , pp. 181-199
    • Good, T.L.1    Slavings, R.L.2    Harel, K.H.3    Emerson, M.4
  • 23
    • 0000677461 scopus 로고
    • Question asking and answering
    • M. Gernsbacher (ed.). Nueva York: Academic Press
    • Graesser, A.C., McMahen, C.L. y Johnson, B.K. (1994). Question Asking and Answering, en M. Gernsbacher (ed.). Handbook of Psycholinguistics, pp. 517-538. Nueva York: Academic Press.
    • (1994) Handbook of Psycholinguistics , pp. 517-538
    • Graesser, A.C.1    McMahen, C.L.2    Johnson, B.K.3
  • 24
    • 0141484686 scopus 로고    scopus 로고
    • How Does One Know Whether a Person Understands a Device? The Quality of the Questions the Person Asks when the Device Breaks down
    • DOI 10.1037/0022-0663.95.3.524
    • GrAEsser, A.C. y Olde, B. (2003). How Does One Know Whether A Person Understands a Device? The Quality of the Questions the Person Asks When the Device Breaks Down. Journal of Educational Psychology, 95, pp. 524-536. (Pubitemid 37170432)
    • (2003) Journal of Educational Psychology , vol.95 , Issue.3 , pp. 524-536
    • Graesser, A.C.1    Olde, B.A.2
  • 25
    • 0028474022 scopus 로고
    • Constructing inferences during text comprehension
    • Graesser, A., Singer, M. y Trabasso, T. (1994). «Constructing inferences during text comprehension», Psychological Review, 101(3), pp. 371-395 .
    • (1994) Psychological Review , vol.101 , Issue.3 , pp. 371-395
    • Graesser, A.1    Singer, M.2    Trabasso, T.3
  • 27
    • 0002814861 scopus 로고
    • Situations, mental models, and generative knowledge
    • Klahr, D. y Kotovsky, K. (eds.). Lawrence Erlbaum Associates, Hillsdale, NJ
    • Greeno, J.G. (1989). Situations, Mental Models, and Generative Knowledge, en Klahr, D. y Kotovsky, K. (eds.). Complex Information Processing: The Impact of Herbert Simon, Lawrence Erlbaum Associates, Hillsdale, NJ, pp. 285-318.
    • (1989) Complex Information Processing: The Impact of Herbert Simon , pp. 285-318
    • Greeno, J.G.1
  • 29
    • 0141673974 scopus 로고
    • Classroom questions in England
    • Kerry, T. (1987). Classroom questions in England. Questioning Exchange, 1, pp. 32-33.
    • (1987) Questioning Exchange , vol.1 , pp. 32-33
    • Kerry, T.1
  • 30
    • 38249006604 scopus 로고
    • Effects of self-questioning training on col- lege students comprehension of lectures
    • King, A. (1989). Effects of self-questioning training on col- lege students comprehension of lectures. Contemporary Educational Psychology, 14, pp. 366-381.
    • (1989) Contemporary Educational Psychology , vol.14 , pp. 366-381
    • King, A.1
  • 31
    • 0001737767 scopus 로고
    • Comparison of self-questioning, summarizing, and notetaking review as strategies for learning from lectures
    • King, A. (1992). Comparison of self-questioning, summarizing, and notetaking review as strategies for learning from lectures. American Educational Research Journal, 29, pp. 303-323.
    • (1992) American Educational Research Journal , vol.29 , pp. 303-323
    • King, A.1
  • 32
    • 21344496393 scopus 로고
    • Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain
    • King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31, pp. 338-368.
    • (1994) American Educational Research Journal , vol.31 , pp. 338-368
    • King, A.1
  • 33
    • 0343167386 scopus 로고
    • Towards a model of text comprehension and production
    • Kintsch W. y van Dijk, T.A. (1978). Towards a Model of Text Comprehension and Production. Psychological Review, 85, pp. 363-394.
    • (1978) Psychological Review , vol.85 , pp. 363-394
    • Kintsch, W.1    Van Dijk, T.A.2
  • 35
    • 0142231134 scopus 로고
    • Questioning knowledge acquisition
    • Lauer, T., Peacock, E. y Graesser, A.C. (eds.). Hillsdale, N.J.: Erlbaum
    • LaFrance, M. (1992). Questioning Knowledge Acquisition, en Lauer, T., Peacock, E. y Graesser, A.C. (eds.). Questions and Information Systems, pp. 11-28. Hillsdale, N.J.: Erlbaum.
    • (1992) Questions and Information Systems , pp. 11-28
    • Lafrance, M.1
  • 37
    • 79251555447 scopus 로고    scopus 로고
    • Las representaciones mentales de los estudiantes a partir de un texto y de una ilustración referidas a un mismo fenómeno físico
    • Granada (España)
    • Macías, A. y Maturano, C. (2005). Las representaciones mentales de los estudiantes a partir de un texto y de una ilustración referidas a un mismo fenómeno físico. VII Congreso Internacional sobre Investigación en Didáctica de las Ciencias, Granada (España).
    • (2005) VII Congreso Internacional Sobre Investigación en Didáctica de Las Ciencias
    • MacÍas, A.1    Maturano, C.2
  • 38
    • 0018521926 scopus 로고
    • Realizing that you don't understand: Elementary school children's awareness of inconsistencies
    • Markman, E.M. (1979). Realizing that you don't understand: Elementary school children's awareness of inconsistencies. Child Development, 50, pp. 643-655.
    • (1979) Child Development , vol.50 , pp. 643-655
    • Markman, E.M.1
  • 39
    • 84946876754 scopus 로고    scopus 로고
    • Las preguntas formuladas por los alumnos muestran la falta de comprensión cuando leen textos de física
    • La Pampa (Argentina)
    • Maturano, C. y Macías, A. (2004). Las preguntas formuladas por los alumnos muestran la falta de comprensión cuando leen textos de física. VII Simposio de Investigadores en Educación en Física, La Pampa (Argentina).
    • (2004) VII Simposio de Investigadores en Educación en Física
    • Maturano, C.1    MacÍas, A.2
  • 40
    • 0026889987 scopus 로고
    • Inference during reading
    • McKoon, G. y Ratcliff, R. (1992). «Inference during reading», Psychological Review, 99(3), pp. 440-466.
    • (1992) Psychological Review , vol.99 , Issue.3 , pp. 440-466
    • McKoon, G.1    Ratcliff, R.2
  • 42
    • 0042083588 scopus 로고    scopus 로고
    • Components of comprehension monitoring in the acquisition of knowledge from science texts
    • Fisher, K.M. y Kibby, M.R. (eds.). Berlin: NATO-Springer Verlag
    • Otero, J. (1996). Components of comprehension monitoring in the acquisition of knowledge from science texts, en Fisher, K.M. y Kibby, M.R. (eds.). Knowledge Acquisition Organization and Use in Biology, pp. 36-43. Berlin: NATO-Springer Verlag.
    • (1996) Knowledge Acquisition Organization and Use in Biology , pp. 36-43
    • Otero, J.1
  • 43
    • 84879530843 scopus 로고    scopus 로고
    • Question generation and anomaly detection in texts
    • Hacker, D., Dunlosky, J. y Graesser, A. (eds.). NuevaYork: Routledge
    • Otero, J. (2009). Question Generation and Anomaly Detection in Texts, en Hacker, D., Dunlosky, J. y Graesser, A. (eds.). Handbook of Metacognition in Education, pp. 47-59. NuevaYork: Routledge.
    • (2009) Handbook of Metacognition in Education , pp. 47-59
    • Otero, J.1
  • 44
    • 84984016670 scopus 로고
    • Comprehension evaluation and regulation in learning from science texts
    • Otero, J. y Campanario, J.M. (1990). Comprehension evaluation and regulation in learning from science texts. Journal of Research in Science Teaching, 27, pp. 447-460.
    • (1990) Journal of Research in Science Teaching , vol.27 , pp. 447-460
    • Otero, J.1    Campanario, J.M.2
  • 45
    • 84973703392 scopus 로고
    • The relationship between academic achievement and meta-cognitive comprehension monitoring ability of Spanish secondary school students
    • Otero, J., Campanario, J.M., y Hopkins, K. (1992). The relationship between academic achievement and meta-cognitive comprehension monitoring ability of Spanish secondary school students. Educational and Psychological Measurement, 52, pp. 419-430.
    • (1992) Educational and Psychological Measurement , vol.52 , pp. 419-430
    • Otero, J.1    Campanario, J.M.2    Hopkins, K.3
  • 46
    • 0039890020 scopus 로고    scopus 로고
    • PREG: Elements of a model of question asking
    • Otero, J. y Graesser, A.C. (2001). PREG: Elements of a model of question asking. Cognition and Instruction, 19, pp. 143-175. (Pubitemid 33595877)
    • (2001) Cognition and Instruction , vol.19 , Issue.2 , pp. 143-175
    • Otero, J.1    Graesser, A.C.2
  • 48
    • 84963428932 scopus 로고
    • Reciprocal teaching of comprehension-fostering and comprehension- monitoring activities
    • Palincsar, A. S. y Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, pp. 117-175.
    • (1984) Cognition and Instruction , vol.1 , pp. 117-175
    • Palincsar, A.S.1    Brown, A.2
  • 49
    • 0000876353 scopus 로고
    • A theory of questions and question asking
    • Ram, A. (1991). A Theory of Questions and Question Asking. The Journal of the Learning Sciences, 1, pp. 273-318.
    • (1991) The Journal of the Learning Sciences , vol.1 , pp. 273-318
    • Ram, A.1
  • 50
    • 84928220946 scopus 로고
    • Heightening fourth grade students' sensitivity to sources of information for answering comprehension questions
    • Raphael, T.E. y Wonnacott, C.A. (1985). Heightening fourth grade students' sensitivity to sources of information for answering comprehension questions. Reading Research Quarterly, 20, pp. 282-296.
    • (1985) Reading Research Quarterly , vol.20 , pp. 282-296
    • Raphael, T.E.1    Wonnacott, C.A.2
  • 51
    • 84883094688 scopus 로고    scopus 로고
    • Las preguntas de los alumnos, análisis de su aportación al aprendizaje de las ciencias
    • Número extra VIII Congreso Internacional sobre Investigación en Didáctica de las Ciencias, Barcelona
    • Roca, M. (2009). Las preguntas de los alumnos, análisis de su aportación al aprendizaje de las ciencias. Enseñanza de las Ciencias, Número extra VIII Congreso Internacional sobre Investigación en Didáctica de las Ciencias, Barcelona, pp. 328-333, 〈http://ensciencias.uab.es/congreso09/numeroextra/art-328-333. pdf〉.
    • (2009) Enseñanza de Las Ciencias , pp. 328-333
    • Roca, M.1
  • 52
    • 0030520977 scopus 로고    scopus 로고
    • Teaching Students to Generate Questions: A Review of the Intervention Studies
    • Rosenshine, B., Meister, C. y Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, pp. 181-221. (Pubitemid 126105414)
    • (1996) Review of Educational Research , vol.66 , Issue.2 , pp. 181-221
    • Rosenshine, B.1    Meister, C.2    Chapman, S.3
  • 53
    • 84883099902 scopus 로고    scopus 로고
    • Las preguntas de los estudiantes en las clases de ciencias
    • Caballero, C., Moreira, M.A. y Meneses, J. (coordinadores). Burgos: Servicio de publicaciones de la Universidad de Burgos
    • Sanjosé, V. (2010). Las preguntas de los estudiantes en las clases de ciencias, en Caballero, C., Moreira, M.A. y Meneses, J. (coordinadores), III Encuentro Internacional sobre Investigación en Enseñaza de las Ciencias, pp 31-61. Burgos: Servicio de publicaciones de la Universidad de Burgos.
    • (2010) III Encuentro Internacional Sobre Investigación en Enseñaza de Las Ciencias , pp. 31-61
    • Sanjosé, V.1
  • 54
    • 78049390102 scopus 로고    scopus 로고
    • Importancia de las destrezas de procesamiento de la información en la comprensión de textos científicos
    • Sanjosé, V., Fernández-Rivera, J.J. y Vidal-Abarca, E. (2010). Importancia de las destrezas de procesamiento de la información en la comprensión de textos científicos. Infancia y Aprendizaje, 33(4), pp. 529-541.
    • (2010) Infancia y Aprendizaje , vol.33 , Issue.4 , pp. 529-541
    • Sanjosé, V.1    Fernández-Rivera, J.J.2    Vidal-Abarca, E.3
  • 55
    • 0000900791 scopus 로고
    • Active comprehension: Problem-solving schema with question generation for comprehension of complex stories
    • Singer, H., y Donlan, D. (1982). Active comprehension: Problem-solving schema with question generation for comprehension of complex stories. Reading Research Quarterly, 17, pp. 166-186.
    • (1982) Reading Research Quarterly , vol.17 , pp. 166-186
    • Singer, H.1    Donlan, D.2
  • 56
    • 84883064622 scopus 로고    scopus 로고
    • Preguntas de los estudiantes ante dispositivos científicos
    • Girona (España)
    • Torres, T. y Sanjosé, V (2010a). Preguntas de los estudiantes ante dispositivos científicos. Proceedings of the II Congrés Internacional de Didàctiques, pp 169, Girona (España) 〈http://www.udg.edu/LinkClick.aspx?fileticket=m91%2bH%2fhkBW0%3d&tabid= 12826&language=ca-ES〉.
    • (2010) Proceedings of the II Congrés Internacional de Didàctiques , pp. 169
    • Torres, T.1    Sanjosé, V.2
  • 57
    • 84883095894 scopus 로고    scopus 로고
    • Las preguntas de los estudiantes en condiciones de lectura, observación y manipulación de dispositivos científicos
    • Baeza (España)
    • Torres, T. y Sanjosé, V (2010b). Las preguntas de los estudiantes en condiciones de lectura, observación y manipulación de dispositivos científicos. Proceedings of the XXIV Encuentro de Didáctica de las Ciencias Experimentales, pp. 543- 549, Baeza (España).
    • (2010) Proceedings of the XXIV Encuentro de Didáctica de Las Ciencias Experimentales , pp. 543-549
    • Torres, T.1    Sanjosé, V.2
  • 58
    • 0000408378 scopus 로고    scopus 로고
    • Conscious understanding during comprehension
    • Trabasso, T. y Magliano, J.P. (1996). Conscious Understanding During Comprehension. Discourse Processes, 21, pp. 255-287. (Pubitemid 126774786)
    • (1996) Discourse Processes , vol.21 , Issue.3 , pp. 255-287
    • Trabasso, T.1    Magliano, J.P.2
  • 59
    • 0039723910 scopus 로고
    • UNESCO. (Paris, UNESCO/Londres: Heinemann)
    • UNESCO (1980). UNESCO Handbook for Science Teachers (Paris, UNESCO/Londres: Heinemann).
    • (1980) UNESCO Handbook for Science Teachers
  • 60
    • 0007346835 scopus 로고
    • Question asking: To know that you do not know is not enough
    • Van der Meij, H. (1990). Question Asking: To Know That You Do Not Know Is Not Enough. Journal of Educational Psychology, 82, pp. 505-512.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 505-512
    • Van Der Meij, H.1
  • 61
  • 63
    • 0000674217 scopus 로고
    • Children's comprehension monitoring and recall of inconsistent stories
    • Zabrucky, K. y Ratner, H.H. (1986). Children's comprehension monitoring and recall of inconsistent stories. Child Development, 57, pp. 1401-1418.
    • (1986) Child Development , vol.57 , pp. 1401-1418
    • Zabrucky, K.1    Ratner, H.H.2
  • 64
    • 84929062897 scopus 로고
    • Effects of reading ability on children's comprehension evaluation and regulation
    • Zabrucky, K. y Ratner, H.H. (1989). Effects of reading ability on children's comprehension evaluation and regulation. Journal of Reading Behavior, 21, pp. 69-83.
    • (1989) Journal of Reading Behavior , vol.21 , pp. 69-83
    • Zabrucky, K.1    Ratner, H.H.2
  • 65
    • 84965520865 scopus 로고
    • Effects of passage type on comprehension monitoring and recall in good and poor readers
    • Zabrucky, K. y Ratner, H.H. (1992). Effects of passage type on comprehension monitoring and recall in good and poor readers. Journal of Reading Behavior, 24, pp. 373-391.
    • (1992) Journal of Reading Behavior , vol.24 , pp. 373-391
    • Zabrucky, K.1    Ratner, H.H.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.