NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1153962
Record Type: Journal
Publication Date: 2017-Oct
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0022-4308
Improving Chinese Junior High School Students' Ability to Ask Critical Questions
Huang, Xiao; Lederman, Norman G.; Cai, Chaojing
Journal of Research in Science Teaching, v54 n8 p963-987 Oct 2017
The present study explores ways to enhance students' question-asking ability (i.e., the ability to ask critical questions), which is the premise of scientific inquiry and a precondition for effective science teaching. A survey of junior high school students in Zhejiang province in China showed that students' questioning behavior was not well developed and that their ability and willingness to question authority were weak. These results are consistent with an educational culture that dictates that textbooks and science teachers are always correct and cannot be questioned. The intervention involved several designed cases that included the explicit teaching of questioning strategies and ample opportunities to ask questions for inquiry and question card use. After the intervention, a dependent t-test of several dimensions was conducted, the students' question-asking consciousness and question quality were compared, and the frequency distribution of different levels of questions was analyzed and compared. The development of question-asking ability was further identified in the interviews. The efficacy and implications of the treatment for enhancing the critical question-asking ability of middle-school students in Chinese science classrooms are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A