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Original Articles

Effects of Advance Questioning and Prior Knowledge on Science Learning

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Pages 5-13 | Published online: 15 Jul 2010

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (6)

Nils Petter Hauan & Jennifer DeWitt. (2017) Comparing Materials for Self-Guided Learning in Interactive Science Exhibitions. Visitor Studies 20:2, pages 165-186.
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Nils Petter Hauan, Jennifer DeWitt & Stein Dankert Kolstø. (2017) Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B 7:2, pages 103-120.
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Emile van Lieshout & Vaille Dawson. (2016) Knowledge of, and Attitudes Towards Health-related Biotechnology Applications Amongst Australian Year 10 High School Students. Journal of Biological Education 50:3, pages 329-344.
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Matthew G. Jones & Susan Johnston. (2010) Using Lesson Design as a Vehicle for Faculty Professional Development. PRIMUS 20:7, pages 575-590.
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Veronica M. Godshalk, Douglas M. Harvey & Leslie Moller. (2004) The Role of Learning Tasks on Attitude Change Using Cognitive Flexibility Hypertext Systems. Journal of the Learning Sciences 13:4, pages 507-526.
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Stephen D. Wratten & Simon Hodge. (1999) The use and value of prior knowledge assessments in ecology curriculum design. Journal of Biological Education 33:4, pages 201-203.
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Articles from other publishers (21)

Kyle J. St. Hilaire, Jason C. K. Chan & Dahwi Ahn. (2023) Guessing as a learning intervention: A meta-analytic review of the prequestion effect. Psychonomic Bulletin & Review.
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Anja Prinz‐Weiß & Aline König. (2023) Caption it! The impact of headings on learning from texts. Applied Cognitive Psychology 37:4, pages 804-813.
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Faria Sana, Noah D. Forrin, Mrinalini Sharma, Tamara Dubljevic, Peter Ho, Ezza Jalil & Joseph A. Kim. (2020) Optimizing the Efficacy of Learning Objectives through Pretests. CBE—Life Sciences Education 19:3, pages ar43.
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Ningyu Zhang, Gautam Biswas, Jennifer L. Chiu & Kevin W. McElhaney. 2019. Artificial Intelligence in Education. Artificial Intelligence in Education 532 543 .
Perienen Appavoo, Vinay Armoogum & Sunjiv Soyjaudah. (2018) Investigating Mathematics Learning Trajectories: A Comparative Analysis of Grades at Two Major Turning Points. EURASIA Journal of Mathematics, Science and Technology Education 14:4.
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Stephanie J. Hathcock, Daniel L. Dickerson, Angela Eckhoff & Petros Katsioloudis. (2014) Scaffolding for Creative Product Possibilities in a Design-Based STEM Activity. Research in Science Education 45:5, pages 727-748.
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Javad A'lipour, Manijeh Youhanaee & Hossein Barati. (2014) The effectiveness of advance organizers versus textual enhancement on learning inchoatives and unaccusatives. International Journal of Research Studies in Language Learning 1:1.
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Anguelina Popova, Paul A. Kirschner & Richard Joiner. (2014) Effects of primer podcasts on stimulating learning from lectures: How do students engage?. British Journal of Educational Technology 45:2, pages 330-339.
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Javad A'lipour, Manijeh Youhanaee & Hossein Barati. (2014) The comparative effects of advance organizers vs textual enhancement on the acquisition of English passivization. International Journal of Research Studies in Language Learning 3:5.
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Perienen Appavoo, K M Sunjiv Soyjaudah & Vinaye Armoogum. (2013) Effects of prior learning on mathematics performance at secondary level. Effects of prior learning on mathematics performance at secondary level.
Ido Roll, Natasha G. Holmes, James Day & Doug Bonn. (2012) Evaluating metacognitive scaffolding in Guided Invention Activities. Instructional Science 40:4, pages 691-710.
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Koa Heng Ng, Chwee Beng Lee & Timothy Teo. (2011) The role of self-questioning: Problem solving in a security organization. Systems Research and Behavioral Science 28:1, pages 91-104.
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Ching-Huei Chen. (2010) Promoting college students’ knowledge acquisition and ill-structured problem solving: Web-based integration and procedure prompts. Computers & Education 55:1, pages 292-303.
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Huifen Lin & Francis M. Dwyer. (2009) The effect of static and animated visualization: a perspective of instructional effectiveness and efficiency. Educational Technology Research and Development 58:2, pages 155-174.
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Alandeom W. Oliveira. (2009) Improving teacher questioning in science inquiry discussions through professional development. Journal of Research in Science Teaching 47:4, pages 422-453.
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이경면. (2009) A Study on the Student Teachers' Instructional Conversation. The Journal of Curriculum Studies 27:2, pages 155-181.
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. 2009. The Internet and Higher Education. The Internet and Higher Education 217 243 .
Huifen Lin & Tsuiping Chen. (2006) Decreasing cognitive load for novice EFL learners: Effects of question and descriptive advance organizers in facilitating EFL learners’ comprehension of an animation-based content lesson. System 34:3, pages 416-431.
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Gregory Schraw, Kent J. Crippen & Kendall Hartley. (2006) Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education 36:1-2, pages 111-139.
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Judith A. Morrison & Norman G. Lederman. (2003) Science teachers' diagnosis and understanding of students' preconceptions. Science Education 87:6, pages 849-867.
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Xun Ge & Susan M. Land. (2003) Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Technology Research and Development 51:1, pages 21-38.
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