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Title:
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ESTIMATION OF LEARNERS COMPREHENSION LEVEL IN QUESTION-POSING LEARNING |
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Author(s):
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Yuta Ito,Yuki Hirai, Keiichi Kaneko, Ayami Nomura, Atsuo Hazeyama |
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ISBN:
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978-972-8939-82-3 |
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Editors:
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Piet Kommers and Pedro Isaías |
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Year:
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2013 |
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Edition:
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Single |
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Keywords:
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Question-posing, Learning support system, Comprehension estimation, Collaborative learning |
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Type:
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Full Paper |
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First Page:
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43 |
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Last Page:
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50 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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A learner who has acquired a solution method cannot always employ it adequately. Typically, practice in employing a given method is indispensable to mastering it. Problem-solving practice is the most popular means of aiding a learner in mastering solution methods, and designing problems which can be solved by a given solution method is a promising means of facilitating such mastery. Setting such problems is sometimes called question-posing. In question-posing, students design problems consisting of a question-stem, the correct answer, and an explanation. Question-posing involves higher cognitive activity than question-answering, and has a positive effect on learners problem-solving skills. However, question-posing activity, together with related support systems, is not necessarily effective for all students. Nonetheless, research has provided quantitative results suggesting that students who actively participate in such systems perform better in final examinations than students who do not. In this study, we defined the score on an examination or test as the comprehension level, hypothesized that there are appropriate question-posing activities for various comprehension levels, and developed a method for estimating learners comprehension level in question-posing learning. Here, we outline this method, using the learning history stored in a question-posing learning support system (QLSS). |
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