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• W335330900 abstract "Abstract : This research investigated human question asking and answering during comprehension and complex learning. The primary studies investigated questioning during tutoring. We collected and analyzed transcripts of tutoring sessions on research methods (college students) and basic algebra (7th graders). Student questions were 100 times as frequent in tutoring sessions as classroom settings, which might partially explain why learning is substantially better in tutoring. We analyzed the knowledge states, properties of questions, strategies, and interaction patterns of students and tutors. Students did attempt to self- regulate their knowledge by identifying knowledge deficits and asking questions that repair such deficits, but they need substantial training in improving question asking skills. Students' answers to deep questions (e.g., why, why-not, how, what-if) were poor in quality, so the tutor helped answer these questions in a collaborative process that took several conversational turns. In one auxiliary study, we designed a human-computer interface that facilitates the speed and quality of questioning, called the Point and Query (P and Q) interface. The frequency of student questions on the P and Q software was approximately 800 times that in a classroom setting. In a second auxiliary project, we investigated the stimulus conditions that trigger questions when students comprehend text and attempt to solve mathematics problems." @default.
• W335330900 created "2016-06-24" @default.
• W335330900 creator A5013026620 @default.
• W335330900 date "1992-03-11" @default.
• W335330900 modified "2023-09-22" @default.
• W335330900 title "Questioning Mechanisms During Complex Learning" @default.
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• W335330900 doi "https://doi.org/10.21236/ada247382" @default.
• W335330900 hasPublicationYear "1992" @default.
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