|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|364519||621073||2016||6 صفحه PDF||سفارش دهید||دانلود کنید|
• Knowledge also plays a role in generating questions about little known entities.
• Knowledge deficit and knowledge clash hypotheses in questioning are nonconflicting.
• Questions on superordinates are more frequent the less is known about an object.
This study examined the role of knowledge in asking questions on objects about which little is known, a situation hitherto explained in terms of a passive knowledge deficit hypothesis. Seventh grade students were tested for knowledge about a sample of familiar and unfamiliar objects typically studied in science classes. Then they were asked to make explicit what they did not know about the objects by asking questions about them. The results showed that the participants asked general questions, i.e., questions that were applicable to superordinate categories more frequently on the unfamiliar objects than on the familiar objects. This substantiates a relation already described in the literature: more global questions are associated with less knowledge of a questioner. More importantly, the findings are consistent with an active role of knowledge, namely knowledge about superordinate categories, in generating questions about a little known object.
Journal: Learning and Individual Differences - Volume 45, January 2016, Pages 193–198