590
Views
5
CrossRef citations to date
0
Altmetric
Research

What kinds of questions do students ask while exploring data visualizations?

, &
Pages 199-219 | Received 06 Mar 2019, Accepted 30 Sep 2019, Published online: 22 Oct 2019

References

  • Aguiar, O. G., Mortimer, E., & Scott, P. (2010). Learning from and responding to students’ questions: The authoritative and dialogic tension. Journal of Research in Science Teaching, 47(2), 174–193. doi:10.1002/tea.20315
  • Alvarez, W. (1997). T. Rex and the crater of doom. Princeton, NJ: Princeton University Press.
  • Armstrong, P. (2016). Bloom’s taxonomy. CFT Teaching Guides. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … Wittrock, M. C. (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. London, UK: Pearson.
  • Bachrach, E. R., Bachman, B. A., & Goodman, I. F. (2017). Polar learning and responding: PoLAR CCEP. Phase 2: Year 5 evaluation report. Cambridge, MA: Goodman Research Group.
  • Baram-Tsabari, A., Sethi, R., Bry, L., & Yarden, A. (2006). Using questions sent to an Ask-A-Scientist site to identify children's interest in science. Science Education, 90(6), 1050–1072. doi:10.1002/sce.20163
  • Baram-Tsabari, A., Sethi, R., Bry, L., & Yarden, A. (2009). Asking scientists: A decade of questions analyzed by age, gender, and country. Science Education, 93(1), 131–160. doi:10.1002/sce.20284
  • Bates, S., Galloway, R. K., Riise, J., & Homer, D. (2014). Assessing the quality of a student-generated question repository. Physical Reviews Special Topics - Physics Education Research, 10(020105).
  • Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kugan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.
  • Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. New York, NY: Bloomsbury.
  • Berger, W. (2016). The power of ‘Why?’ and ‘What if?’ New York Times. Retrieved from http://www.nytimes.com/2016/07/03/jobs/the-power-of-why-and-what-if.html?_r=0
  • Bertin, J. (reprinted 2010). The semiology of graphics: Diagrams, networks, maps. Redlands, CA: ESRI Press (originally published in French in 1967 as Sémiologie graphique).
  • Biddulph, F., Symington, D., & Osborne, J. (1986). The place of children’s questions in primary science education. Research in Science & Technological Education, 4(1), 77–88. doi:10.1080/0263514860040108
  • Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational objectives: Handbook I: The cognitive domain. London, UK: Longmans, Green and Co, Ltd.
  • Bransford, J. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
  • Brill, G., & Yarden, A. (2003). Learning biology through research papers: A stimulus for question-asking by high school students. Cell Biology Education, 2(4), 266–274. doi:10.1187/cbe.02-12-0062
  • Brooks, A., & John, L. (2018). The surprising power of questions. Harvard Business Review (May-June), 59–67.
  • Burns, W. D. (2010). SENCER in theory and practice: An introduction and orientation. In R. D. Sheardy (Ed.), Science education and civic engagement: The SENCER approach (Vol. 1037). Washington, DC: American Chemical Society. Retrieved from https://pubs.acs.org/doi/pdf/10.1021/bk-2010-1037.ch001
  • Carter, A., Croft, A., Lukas, D., & Sandstrom, G. (2017). Women’s visibility in academic seminars: Women ask fewer questions than men. arXiv.org. Retrieved from https://arxiv.org/abs/1711.10985
  • Colson, R., & Colson, M. (2016). Learning to read earth and sky: A classroom-friendly interpretation of the NGSS for 6-12 earth science teachers. Arlington, VA: National Science Teachers Association.
  • Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal date: A practical guide. Journal of the Learning Sciences, 6(3), 271–315. doi:10.1207/s15327809jls0603_1
  • Chin, C., & Brown, D. E. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521–549. doi:10.1080/09500690110095249
  • Chin, C., & Chia, L.-G. (2004). Problem-based learning: Using students’ questions to drive knowledge construction. Science Education, 88(5), 707–727. doi:10.1002/sce.10144
  • Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. doi:10.1080/03057260701828101
  • Cuker, B., Chambers, R., & Crawford, M. (2019). Renewable energy and environmental sustainability. In D. C. Gosselin, A. E. Egger & J. Taber (Eds.), Interdisciplinary teaching about Earth and the environment for a sustainable future (pp. 233–254). Switzerland: Springer.
  • Davis, B. G. D. (2009). Chapter 12: Asking questions. In Tools for Teaching. San Francisco, CA: Jossey-Bass.
  • Dillon, J. T. (1984). The classification of research questions. Review of Educational Research, 54(3), 327–361. doi:10.3102/00346543054003327
  • Firestein, S. (2012). Ignorance: How it drives science. Oxford, UK: Oxford University Press.
  • Foucault, M. (1994). The order of things: An archeology of the human sciences (translation of Les Mots et les Choses). New York, NY: Vintage Books.
  • Fusco, E. (2012). Effective questioning strategies in the classroom. New York, NY: Teachers College Press.
  • Gilbert, J. K., & Justi, R. (2016). Modelling-based teaching in science education. New York, NY: Springer.
  • Goodwin, C. (1995). Seeing in depth. Social Studies of Science, 25(2), 237–274. doi:10.1177/030631295025002002
  • Gregersen, H. (2018). Better brainstorming. Harvard Business Review, March-April.
  • Graesser, A. C. (1985). An introduction to the study of questioning. In A. C. Graesser & J. B. Black (Eds.), The psychology of questions (pp. 1–14). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  • Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31(1), 104–137. doi:10.2307/1163269
  • Gross, N. A., & Lynds, S. E. (2018). Analysis of questions posed by graduate students during an introductory research workshop. American Geophysical Union abstract ED31D-1031. Retrieved from https://agu.confex.com/agu/fm18/meetingapp.cgi/Paper/423914
  • Harper, K. A., Etkina, E., & Lin, Y. (2003). Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors. Journal of Research in Science Teaching, 40(8), 776–791. doi:10.1002/tea.10111
  • Hsü, K. J. (1987). The Mediterranean was a desert. Princeton, NJ: Princeton University Press.
  • Ishikawa, T., & Kastens, K. (2005). Why some students have trouble with maps and other spatial representations. Journal of Geoscience Education, 53(2), 184–197. doi:10.5408/1089-9995-53.2.184
  • James, I. A., Morse, R., & Howarth, A. (2010). The science and art of asking questions in cognitive therapy. Behavioural and Cognitive Psychotherapy, 38(1), 83–93. doi:10.1017/S135246580999049X
  • Kastens, K. A., & Ishikawa, T. (2006). Spatial thinking in the geosciences and cognitive sciences. In C. Manduca & D. Mogk (Eds.), Earth and mind: How geoscientists think and learn about the complex earth (pp. 53–76). Boulder, CO: Geological Society of America Special Paper 413.
  • Kastens, K. A., & Liben, L. S. (2010). Children’s strategies and difficulties while using a map to record locations in an outdoor environment. International Research in Geographical and Environmental Education, 19(4), 315–340. doi:10.1080/10382046.2010.519151
  • Kastens, K. A., & Manduca, C. A. (2012). Mapping the domain of Time in Geosciences. In K. A. Kastens & C. Manduca (Eds.), Earth & mind II: Synthesis of research on thinking and learning in the geosciences, Geological Society of America Special Publication 486 (pp. 13–19). Boulder, CO: Geological Society of America.
  • Kastens, K. A., Manduca, C. A., Cervato, C., Frodeman, R., Goodwin, C., Liben, L. S., … Titus, S. (2009). How geoscientists think and learn. Eos, Transactions American Geophysical Union, 90(31), 265–266. doi:10.1029/2009EO310001
  • Kidd, C., & Hayden, B. Y. (2015). The psychology and neuroscience of curiosity. Neuron, 88(3), 449–460. doi:10.1016/j.neuron.2015.09.010
  • Krumhansl, R., Foster, J., Busey, A., Baker, I., & DeLisi, J. (2012). Visualizing oceans of data: Designing educational interfaces. Retrieved from http://oceansofdata.org/sites/oceansofdata.org/files/Visualizing-Oceans-Data-Report-Dec2013.pdf
  • Latour, B. (1986). Visualization and cognition: Thinking with eyes and hands. Knowledge and Society, 6, 1–40.
  • Latour, B. (1999). Circulating reference: Sampling the soil in the Amazon Forest. In Pandora’s hope: Essays on the reality of science studies (pp. 24–79). Cambridge, MA: Harvard University Press.
  • Liben, L. (2001). Thinking through maps. In M. Gattis (Ed.), Spatial schemas and abstract thought. Cambridge, MA: MIT Press.
  • Liben, L. (2006). Education for spatial thinking. In K. A. Renninger & I. E. Sigel (Eds.), Handbook of child psychology, sixth edition, volume four: Child psychology in practice (pp. 197–247). Hoboken, NJ: Wiley.
  • Manduca, C. A., & Kastens, K. A. (2012). Geoscience and geoscientists: Uniquely equipped to study the Earth. In K. A. Kastens & C. Manduca (Eds.), Earth & mind II: Synthesis of research on thinking and learning in the geosciences, Geological Society of America Special Publication 486 (pp. 1–12). Boulder, CO: Geological Society of America.
  • Manduca, C., & Mogk, D. W. (2002). Using data in undergraduate science classrooms. Retrieved from http://d32ogoqmya1dw8.cloudfront.net/files/usingdata/UsingData.pdf
  • Marbach-Ad, G., & Sokolove, P. G. (2000a). Can undergraduate biology majors learn to ask higher order questions? Journal of Research in Science Teaching, 37(8), 854–870. doi:10.1002/1098-2736(200010)37:8<854::AID-TEA6>3.0.CO;2-5
  • Marbach-Ad, G., & Sokolove, P. G. (2000b). Good science begins with good questions. Journal of College Science Teaching, 30(3), 192–195.
  • McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. Alexandria, VA: Association for Supervision & Curriculum Development.
  • McDonnell, J., Bidle, K., & Thamatrakoln, K. (Writers). (2018). Tools of science: Testable questions [video]: Rutgers School of Environmental and Biological Sciences. Retrieved from https://www.youtube.com/watch?v=Np1T7VNnfBk
  • Miller, A. R., & Kastens, K. (2018). Investigating the impacts of targeted professional development around models and modeling on teachers’ instructional practice. Journal of Research in Science Teaching, 55(5), 641–663. doi:10.1002/tea.21434
  • National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: National Academy Press.
  • Osborn, A. (1953). Applied imagination: Principles and processes of creative problem solving. New York, NY: C. Scribner
  • Osborne, J. (2006). Message from the President. E-NARST News, 49(2), 1–2. Retrieved from https://www.narst.org/news/e-narstnews_july_2006_.pdf
  • Payne, S. L. B. (1951). The art of asking questions. Princeton, NJ: Princeton University Press.
  • Phillips, A. M., Watkins, J., & Hammer, D. (2018). Beyond “asking questions”: Problematizing as a disciplinary activity. Journal of Research in Science Teaching, 55, 982–998. doi:10.1002/tea.21477
  • PoLAR Partnership. (2018). The PoLAR Hub. Retrieved from https://thepolarhub.org
  • Reiser, B., Brody, L., Novak, J. D., Tipton, K., & Adams, L. S. (2017). Asking questions. In C. Schwarz, C. Passmore & B. Reiser (Eds.), Helping students make sense of the world using the Next Generation Science Standards (pp. 87–108). Arlington, VA: NSTA Press.
  • Rivet, A., Weiser, G., Lyu, X., & Rojas-Perilla, D. (2016). What are cross-cutting concepts in science? Four metaphorical perspectives. Paper presented at the International Conference on the Learning Sciences.
  • Rop, C. J. (2002). The meaning of student inquiry questions: A teacher’s beliefs and responses. International Journal of Science Education, 24(7), 717–736. doi:10.1080/09500690110095294
  • Rothstein, D., & Santana, L. (2014). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.
  • RQI. (2018). Percentage of children asking questions. Retrieved from http://rightquestion.org/percentage-children-asking-questions/
  • Ryan, W. B. F. (2015). Polar Explorer: Sea Level App. Retrieved from http://www.polarexplorer.org
  • Schaeffer, N. C., & Presser, S. (2003). The science of asking questions. Annual Review of Sociology, 29(1), 65–88. doi:10.1146/annurev.soc.29.110702.110112
  • Scholz, C. (1997). Fieldwork: A geologist’s memoir of the Kalahari. Princeton, NJ: Princeton University Press.
  • Solem, M., Huynh, N. T., & Boehm, R. (Eds.). (2014). GeoProgressions: Learning progressions for maps, geospatial technology, and spatial thinking: A research handbook. Washington, DC: Association of American Geographers.
  • Stokes, D. (1997). Pasteur’s quadrant: Basic science and technological innovation. Washington, DC: Brookings Institution Press.
  • Swenson, S., & Kastens, K. A. (2011). Student interpretation of a global elevation map: What it is, how it was made, and what it is useful for. In A. Feig & A. Stokes (Eds.), Qualitative inquiry in geoscience education research (pp. 189–211). Boulder, CO: Geological Society of America Special Paper 474.
  • Teasdale, R., Viskupic, K., Bartley, J. K., McConnell, D., Manduca, C., Bruckner, M., … Iverson, E. (2017). A multidimensional assessment of reformed teaching practice in geoscience classrooms. Geosphere, 13(2), 608–627. doi:10.1130/GES01479.1
  • Telegraph Staff and Agencies. (2013). Mothers asked nearly 300 questions a day, study finds. The Telegraph. Retrieved from https://www.telegraph.co.uk/news/uknews/9959026/Mothers-asked-nearly-300-questions-a-day-study-finds.html
  • Tomatosphere. (2018). Asking testable questions. Retrieved from http://tomatosphere.letstalkscience.ca/Resources/library/ArticleId/4665/asking-testable-questions.aspx
  • Tufte, E. (2001). The visual display of quantitative information. Cheshire, CT: Graphics Press.
  • Vale, R. D. (2013). The value of asking questions. Molecular Biology of the Cell, 24(6), 680–682. doi:10.1091/mbc.e12-09-0660
  • Ware, C. (2004). Information visualization: Perception for design. Amsterdam: Elsevier.
  • White, R. T., & Gunstone, R. F. (1992). Probing understanding. London, UK: Falmer Press.
  • Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941–967. doi:10.1002/sce.20259
  • Wolf, D. P. (1987). The art of questioning. Academic Connections, Winter.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.