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- W226043399 abstract "A central premise of the discovery-learning and progressive education movements was that the child's own questions are the most appropriate starting point for instruction. Recent advances present new opportunities for discovery-oriented learning. This project has been attempting to create a classroom environment which affords students the opportunity to pose meaningful problems within the domain of a specific scientific challenge. One component of this environment is a brief videotape which invites students to generate problems which would have to be solved in order to carry out a mission to the planet Mars. Two studies explored several aspects of sixth graders' performance in this environment. In the first study, which involved 48 average/high ability suburban school students, the content of the problems which students posed was categorized, and changes in problems across three stages of the process were evaluated. In the second study, which involved low/average students from an inner city school, the effectiveness of the video was compared with a typical educational video about travelling to Mars. While these studies confirmed that these students are able to pose educationally worthwhile problems in this environment, it was concluded that more explicit guidance is needed. Proposals for providing this guidance and additional research questions are described. The appendix includes a figure describing the conceptual framework. (Contains 30 references.) (ALF) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** J, U.S. DEPARTMENT OF EDUCATION Oise, O EdUCE.Onet FtellatarCh end Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O Trns document nes been reproduced as received (tort', the DerSOn or orcianization cmgmalmpa C Maio( Changes have been made r0 .m0rOve reprOduCtion quality Points of view or opinions slated nsttnsdoComent do not necessarily represent othc,at OE RI pOiltteon or policy Effects of Generative Video on Students' Scientific Problem Posing Daniel T. Hickey and Anthony Fetrosino with The Cognition and Technology Group at Vanderbilt' Vanderbilt University Learning Technology Center Mid-South Educational Research Association Annual Conference Knoxville, TN" @default.
- W226043399 created "2016-06-24" @default.
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- W226043399 date "1992-11-11" @default.
- W226043399 modified "2023-09-27" @default.
- W226043399 title "Effects of Generative Video on Students' Scientific Problem Posing. Draft." @default.
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