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Todd Mills/ References Mills Home Learn More Standards Inspiration About the Author |
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Recommended Reading
Author
Title & Year (link embedded)
Key ideas
Books to start with...
Rothstein, Dan & Santana, Luz
Make Just one Change A step by step process for improving student questions |
Berger, Warren
A more beautiful question: The power of inquiry to spark breakthrough ideas Great explanation of why and how we need questions |
Pink, Daniel H
A Whole New Mind: Why Right-Brainers Will Rull The Future A look into the future and now of how right brain thinkers will be more successful. Not about questions, but related to it. |
Wagner, Tony
Creating Innovators: The Making of Young People Who Will Change the World Why innovators are needed and how asking questions helps innovation |
Interesting websites
The Right Question Institute
Rightquestion.org/
A site dedicated to educating teachers how to teach their students to ask more questions and direct their own learning
Wagner, Tony
Competencies not Credentials: Reimagining Education in the US. 2016 interview
We need to encourage questions
Teach Thought Staff
Teach Thought 2015
Questions may be “more important than answers because they reflect both understanding and curiosity.”
Katrina Schwartz
For Students: why questions are more important than the answer. 2012
Dan Rothstein on students’ questions: “We see consistently that there are three outcomes. One is that students are more engaged. Second, they take more ownership, which for teachers, this is a huge thing. And the third outcome is they learn more – we see better quality work.”
Andrew P. Minigan
The Importance of Curiosity and Questions in 21st-Century LearningMay, 2017
See article
Annie Murphy Paul
How the Power of Interest Drives Learning 2013
Interest in something necessarily sparks more focus and curiosity
“The more we know about a domain, the more interesting it gets. Silvia suggests that one reason that growing knowledge leads to growing interest is that new information increases the likelihood of conflict—of coming across a fact or idea that doesn’t fit with what we know already. We feel motivated to resolve this conflict, and we do so by learning more. A virtuous cycle is thus initiated: more learning leads to more questions, which in turn leads to more learning. Parents and educators can encourage the development of students’ interests by actively eliciting these queries, what researchers call “curiosity questions.”
Rightquestion.org/
A site dedicated to educating teachers how to teach their students to ask more questions and direct their own learning
Wagner, Tony
Competencies not Credentials: Reimagining Education in the US. 2016 interview
We need to encourage questions
Teach Thought Staff
Teach Thought 2015
Questions may be “more important than answers because they reflect both understanding and curiosity.”
Katrina Schwartz
For Students: why questions are more important than the answer. 2012
Dan Rothstein on students’ questions: “We see consistently that there are three outcomes. One is that students are more engaged. Second, they take more ownership, which for teachers, this is a huge thing. And the third outcome is they learn more – we see better quality work.”
Andrew P. Minigan
The Importance of Curiosity and Questions in 21st-Century LearningMay, 2017
See article
Annie Murphy Paul
How the Power of Interest Drives Learning 2013
Interest in something necessarily sparks more focus and curiosity
“The more we know about a domain, the more interesting it gets. Silvia suggests that one reason that growing knowledge leads to growing interest is that new information increases the likelihood of conflict—of coming across a fact or idea that doesn’t fit with what we know already. We feel motivated to resolve this conflict, and we do so by learning more. A virtuous cycle is thus initiated: more learning leads to more questions, which in turn leads to more learning. Parents and educators can encourage the development of students’ interests by actively eliciting these queries, what researchers call “curiosity questions.”
Academic papers
Chris Hulleman, Judith M. Harackiewicz
Promoting Interest and Performance in High School Science Classes 2009
Making connections to a course with the lives of students increases their interest and level of learning
Matthias J. Gruber,1, Bernard D. Gelman and Charan Ranganath
States of Curiosity Modulate Hippocampus- Dependent Learning via the Dopaminergic Circuit 2014
“These findings suggest a link between the mechanisms supporting extrinsic reward motivation and intrinsic curiosity and highlight the importance of stimulating curiosity to create more effective learning experiences.” Extrinsic reward was associated with enhanced memory for uninteresting trivia answers, but reward did not improve memory for answers of questions that participants were highly curious about… we need to promote curiosity extrinsically to create habit that may lead to intrinsic motivation
George Loewenstein
The Psychology of Curiosity: A review and Reinterpretation 1994
Curiosity in history… classic Greek ideas concerning curiosity asa passion for learning (p76)
Jung, M, Kim, J, So, H
Mark-On: Encouraging Student Questions in Class 2016
Students usually do not keep themselves very active in class by asking questions due to psychological stress and cultural norms that inhibit active participation. In this paper, we propose the notification system called 'Mark-On' that informs teachers of students' curiosities via any Internet connected devices such as a mobile phone or a laptop computer. The objective of our research is to propose a technological solution to encourage students to ask questions in class by relieving the psychological pressure that causes student to hesitate to ask questions. We found that students feel more comfortable to question when they are free from the pressure of finding a right timing to interrupt the class flow and from the fear of appearing ignorant. The proposed system Mark-On was able to deliver both needs successfully, and there were more unexpected positive effects to the students' question asking behaviors.
Susan Engel
A case for curiosity 2013
Great article not research from a seminal researcher
Goren Gordon, Cynthia Breazeal, Susan Engel
Can Children Catch Curiosity from a Social Robot? 2015
Social interaction with other curious being enhance curiosity
“We have shown that a fully autonomous robot can be modeled as a peer that impacts curiosity behaviors in children. Moreover, we have shown that only those curiosity aspects which we manipulated increased in children. These results suggest that manipulating subtle social interaction utterances and expressions can impact children’s curiosity.” p.7
Brandy N. Frazier, Susan A. Gelman, and Henry M. Wellman
Preschoolers' Search for Explanatory Information Within Adult-Child Conversation
Asking questions is a search for answers, not annoyance!
Adam M. grant
Does intrinsic motivation fuel the prosocial fire? Motivational synergy in predicting persistence, performance, and productivity. 2008
Intrinsic motivation plus prosocial motivation creates more performance and productivity
Mitra, S. and Dangwal, R.
Limits to self-organizing systems of learning 2010
Limits to self organized systems of learning
- students learn on their own very well if given the chance
-students learn even more with a mediator
- this may mean that an educated mediator could help them even more
-In these systems, the students explore on their own, asking better questions to learn more
Cianciolo, Jennifer; Flory, Luke; Atwell, Jonathan
Evaluating the Use of Inquiry-Based Activities: Do Student and Teacher Behaviors Really Change? 2006
Defined inquiry behaviours well: “inquiry involves making observations, posing questions, examining books and other sources of information, and using tools to gather, analyze, and interpret data. Students propose answers, explanations, and predictions, and communicate their results. They are required to understand the use of assumptions and to consider alternative explanations.“
Results:
“Not only did students interact more during ICE activities, they were also more likely to discuss relevant material with each other and to listen to other students talk. This often happened when students presented their work at the end of class. More obvious inquiry behaviors also increased: they solved more problems, reflected on their work, drew conclusions, and practiced and replicated science (e.g., they generated predictions or verified known phenomena). In contrast, during non-ICE activities, students were more likely to listen to the instructor talk, read class materials, and write things down. In the traditional review sessions, students were passive recipients of information provided by the instructor, whereas in the ICE activity sessions, students actively pursued and investigated questions.”
Jack W. Berry & Stephen L. Chew
Improving Learning Through Interventions of Student-Generated Questions and Concept Maps 2008
Generating a minimum of three questions per week about course material shifts lower performing students to an equal performance level as other high performing students
Ng-Cheong, Joan S. K., Chin, Christine
Questioning as a learning strategy in primary science 2009
Question creation is a creative act.
“Unlike wonderment questions which stimulated the students to hypothesize, predict, thought-experiment and generate explanations, basic information questions generated little productive discussion” (4)
“Teachers need to take a proactive stance and employ strategies to encourage students to ask questions. Biddulph, Symington, and Osborne (1986) suggested four ways of doing this. These include providing students with suitable stimuli, modelling question-asking, developing a receptive classroom atmosphere, and including question-asking in evaluation.” (5)
SO MUCH MORE… read it!
Chin, Christine
Student-generated questions: encouraging inquisitive minds in learning science 2002
Prompting students to ask thought provoking questions increases student learning
Alison King
Autonomy and question asking: The role of personal control in guided student-generated questioning 1994
Students who create their own questions, rather than being given other’s questions, perform better on comprehension tests.
Promoting Interest and Performance in High School Science Classes 2009
Making connections to a course with the lives of students increases their interest and level of learning
Matthias J. Gruber,1, Bernard D. Gelman and Charan Ranganath
States of Curiosity Modulate Hippocampus- Dependent Learning via the Dopaminergic Circuit 2014
“These findings suggest a link between the mechanisms supporting extrinsic reward motivation and intrinsic curiosity and highlight the importance of stimulating curiosity to create more effective learning experiences.” Extrinsic reward was associated with enhanced memory for uninteresting trivia answers, but reward did not improve memory for answers of questions that participants were highly curious about… we need to promote curiosity extrinsically to create habit that may lead to intrinsic motivation
George Loewenstein
The Psychology of Curiosity: A review and Reinterpretation 1994
Curiosity in history… classic Greek ideas concerning curiosity asa passion for learning (p76)
Jung, M, Kim, J, So, H
Mark-On: Encouraging Student Questions in Class 2016
Students usually do not keep themselves very active in class by asking questions due to psychological stress and cultural norms that inhibit active participation. In this paper, we propose the notification system called 'Mark-On' that informs teachers of students' curiosities via any Internet connected devices such as a mobile phone or a laptop computer. The objective of our research is to propose a technological solution to encourage students to ask questions in class by relieving the psychological pressure that causes student to hesitate to ask questions. We found that students feel more comfortable to question when they are free from the pressure of finding a right timing to interrupt the class flow and from the fear of appearing ignorant. The proposed system Mark-On was able to deliver both needs successfully, and there were more unexpected positive effects to the students' question asking behaviors.
Susan Engel
A case for curiosity 2013
Great article not research from a seminal researcher
Goren Gordon, Cynthia Breazeal, Susan Engel
Can Children Catch Curiosity from a Social Robot? 2015
Social interaction with other curious being enhance curiosity
“We have shown that a fully autonomous robot can be modeled as a peer that impacts curiosity behaviors in children. Moreover, we have shown that only those curiosity aspects which we manipulated increased in children. These results suggest that manipulating subtle social interaction utterances and expressions can impact children’s curiosity.” p.7
Brandy N. Frazier, Susan A. Gelman, and Henry M. Wellman
Preschoolers' Search for Explanatory Information Within Adult-Child Conversation
Asking questions is a search for answers, not annoyance!
Adam M. grant
Does intrinsic motivation fuel the prosocial fire? Motivational synergy in predicting persistence, performance, and productivity. 2008
Intrinsic motivation plus prosocial motivation creates more performance and productivity
Mitra, S. and Dangwal, R.
Limits to self-organizing systems of learning 2010
Limits to self organized systems of learning
- students learn on their own very well if given the chance
-students learn even more with a mediator
- this may mean that an educated mediator could help them even more
-In these systems, the students explore on their own, asking better questions to learn more
Cianciolo, Jennifer; Flory, Luke; Atwell, Jonathan
Evaluating the Use of Inquiry-Based Activities: Do Student and Teacher Behaviors Really Change? 2006
Defined inquiry behaviours well: “inquiry involves making observations, posing questions, examining books and other sources of information, and using tools to gather, analyze, and interpret data. Students propose answers, explanations, and predictions, and communicate their results. They are required to understand the use of assumptions and to consider alternative explanations.“
Results:
“Not only did students interact more during ICE activities, they were also more likely to discuss relevant material with each other and to listen to other students talk. This often happened when students presented their work at the end of class. More obvious inquiry behaviors also increased: they solved more problems, reflected on their work, drew conclusions, and practiced and replicated science (e.g., they generated predictions or verified known phenomena). In contrast, during non-ICE activities, students were more likely to listen to the instructor talk, read class materials, and write things down. In the traditional review sessions, students were passive recipients of information provided by the instructor, whereas in the ICE activity sessions, students actively pursued and investigated questions.”
Jack W. Berry & Stephen L. Chew
Improving Learning Through Interventions of Student-Generated Questions and Concept Maps 2008
Generating a minimum of three questions per week about course material shifts lower performing students to an equal performance level as other high performing students
Ng-Cheong, Joan S. K., Chin, Christine
Questioning as a learning strategy in primary science 2009
Question creation is a creative act.
“Unlike wonderment questions which stimulated the students to hypothesize, predict, thought-experiment and generate explanations, basic information questions generated little productive discussion” (4)
“Teachers need to take a proactive stance and employ strategies to encourage students to ask questions. Biddulph, Symington, and Osborne (1986) suggested four ways of doing this. These include providing students with suitable stimuli, modelling question-asking, developing a receptive classroom atmosphere, and including question-asking in evaluation.” (5)
SO MUCH MORE… read it!
Chin, Christine
Student-generated questions: encouraging inquisitive minds in learning science 2002
Prompting students to ask thought provoking questions increases student learning
Alison King
Autonomy and question asking: The role of personal control in guided student-generated questioning 1994
Students who create their own questions, rather than being given other’s questions, perform better on comprehension tests.