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Article

Pupil-Generated Questions in a Collaborative Open Inquiry

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School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu P.O. Box 111, 8010 Joensuu, Finland
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School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu P.O. Box 111, 8010 Joensuu, Finland
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Teacher training school of University of Eastern Finland, University of Eastern Finland, Joensuu P.O. Box 111, 8010 Joensuu, Finland
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Author to whom correspondence should be addressed.
Educ. Sci. 2019, 9(2), 156; https://doi.org/10.3390/educsci9020156
Received: 12 June 2019 / Revised: 18 June 2019 / Accepted: 19 June 2019 / Published: 24 June 2019
Formulating questions is an integral part of pupils’ learning process and scientific inquiry. Investigating pupil-generated questions in a collaborative science learning setting, combining self-regulation theory and phases of inquiry, can extend the previous research into pupils’ questions. This study considered questions from pupils (n = 24, aged 11–12) as types of interaction to share and reflect on both their own and others’ ideas during a collaborative open inquiry. The study was qualitative in nature. The data was collected by making video recordings of pupils’ team discussions during the study process in 12 science lessons. A content analysis demonstrates that through their questions, the pupils were actively involved in guiding their work from various points of views. These results suggest that fifth graders can successfully conduct a complex open inquiry in teams. Consequently, this study underlines that allowing pupils to work at their own pace, and to take responsibility for their learning, opportunities can arise for pupils to pose questions and regulate their learning through questions. View Full-Text
Keywords: pupil-generated questions; self-directed learning; socially regulated learning; collaborative open inquiry; inquiry phases pupil-generated questions; self-directed learning; socially regulated learning; collaborative open inquiry; inquiry phases
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MDPI and ACS Style

Pöntinen, S.; Kärkkäinen, S.; Pihlainen, K.; Räty-Záborszky, S. Pupil-Generated Questions in a Collaborative Open Inquiry. Educ. Sci. 2019, 9, 156. https://doi.org/10.3390/educsci9020156

AMA Style

Pöntinen S, Kärkkäinen S, Pihlainen K, Räty-Záborszky S. Pupil-Generated Questions in a Collaborative Open Inquiry. Education Sciences. 2019; 9(2):156. https://doi.org/10.3390/educsci9020156

Chicago/Turabian Style

Pöntinen, Susanna, Sirpa Kärkkäinen, Kaisa Pihlainen, and Sinikka Räty-Záborszky. 2019. "Pupil-Generated Questions in a Collaborative Open Inquiry" Education Sciences 9, no. 2: 156. https://doi.org/10.3390/educsci9020156

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