Do Students’ Questions during Chemistry Lectures Predict Perceived Comprehension and Exam Performance? (Journal Article) (Record no. 45035)
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| fixed length control field | 01926nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240108100807.0 |
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| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0022-0973 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Bergey, Bradley W. |
| 245 ## - TITLE STATEMENT | |
| Title | Do Students’ Questions during Chemistry Lectures Predict Perceived Comprehension and Exam Performance? (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | USA |
| Name of publisher | : Taylor and Francis Group |
| Year of publication | , September 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 411-430p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | The Journal of Experimental Education, |
| Volume number/sequential designation | Volume 91: Number 3, 2023 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: Question generation is theorized to support comprehension, self-regulation, and achievement, yet the empirical base for whether and how student-generated questions are associated with comprehension monitoring and whether they predict performance remain open questions. To address these, we investigated the questions undergraduate students in an introductory chemistry course recorded in question logs across an 8-lecture unit and their relations with post-lecture self-appraisals of comprehension and exam performance. Results indicated that students who generated more questions during lectures, who were able to resolve fewer of their questions, and who generated questions indicating large exam-relevant knowledge gaps reported lower levels of comprehension after lectures. Questions that sought verification or disambiguation were positively associated with exam performance. Findings suggest that student-generated questions can be meaningful indicators of comprehension monitoring processes and academic performance. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Comprehension monitoring| self-regulated learning| student-generated questions| Learning| Instruction| Cognition |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Cromley, Jennifer G. | Kaplan, Avi | Bloxton II, James D. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1080/00220973.2021.2021843 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
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| RIE BPL Library | RIE BPL Library | 08.01.2024 | Periodicals |