[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594544-105":59,"doc-detail-594544-en":124},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":117,"head_meta":119,"extra_data":121,"updated_unix":123},105,"en","connecting-students-to-content-student-generated-questions","Connecting Students to Content - Student-Generated Questions","","Students learn effectively when actively involved in learning rather than passively receiving information. This essay presents a technique in which students create their own questions at the start of each new course section. The instructor collaborates with the class to answer these student-generated questions and uses discussion and research to strengthen connections to course content. Evidence from multiple biology courses shows increased motivation, stronger engagement, and improved links to prior knowledge and real-world learning.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/connecting-students-to-content-student-generated-questions/594544/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Aldword","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What is the main teaching technique described in the essay?","Question",{"text":106,"@type":107},"Students generate their own questions about a new course topic at the start of each section. The instructor and class then work together to answer those questions through discussion and research.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"When does students’ question generation happen during the course?",{"text":111,"@type":107},"It occurs at the beginning of each new section of the course, when a new topic is introduced.",{"name":113,"@type":104,"acceptedAnswer":114},"Why does the author expect this method to improve learning?",{"text":115,"@type":107},"The method helps students see relevance and connections to prior knowledge and everyday experiences, increasing motivation, engagement, and ownership of the content.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},594544,1792079359,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":39},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","PERSPECTIVES  \nConnecting Students to Content: Student-Generated Questions  \nThomas A. Davis  \nProgram in Biology, Loras College, 1450 Alta Vista, Dubuque, IA 52004-0178  \nEmail: [tom.davis@loras.edu](tom.davis@loras.edu)  \nAbstract: Students learn best by being actively engaged in the learning process. This essay describes a teaching technique where students generate their own questions about a course topic. This occurs at the beginning of each new section of a course. The instructor works with the class to answer the students’ own questions throughout that section of the course and, via discussion and research, students become better connected and more motivated to learn the content as the course continues. This technique has been used successfully in several different biology courses including anatomy, physiology, environmental biology and introductory biology. Try it. You might like it!  \nKey words: student-generated questions; course content; student engagement; active learning  \nOne of the biggest challenges of teaching any biology course is to get students to see the relevance, the connections, and the applications of course content using their previous knowledge from other courses and from everyday learning experiences. When students can see and understand these connections, their motivation to learn and add to their stored knowledge is enhanced. (Barkley, 2010)  \nAnother challenging aspect of active student learning is to promote vocal student discussions and question/answer sessions in class. Many students feel uncomfortable talking in a group or contributing to these discussions. But if a specific compelling statement or topic is discussed, especially if they generated it themselves, students may “come out of their shell” and contribute their ideas and benefit their learning directly (Ambrose et al., 2010) .  \nMore learner-centered instruction and less teacher-centered instruction is another somewhat recent movement that has been shown to increase student learning and motivation to learn in many classrooms. Students are invited to have more input in planning the direction and content discussed in class. Sometimes they are asked during the first week of class to help decide the weight of assignment  \ngrades and even the basic content of exams. The more connections and engagement they have, the better they will learn new information. Studies have shown that more student ownership of the course and its content result in better retention and better application of information after the course (Weimer, 2002; Blumberg, 2009) .  \nTo try to better connect students to the content of many of my courses and meet some of these challenges, I use the following teaching method. When I start a new topic, I ask students to generate their own questions about the topic. A topic is usually a different body system in anatomy and physiology or a new text chapter in environmental biology. I give them 10 minutes to talk with their neighbor, open their text or do a quick Google search on their laptop or smartphone about the upcoming topic that the class will explore in the next several weeks. I use prompts to get them started like asking about rumors, myths, or stories they have heard about or ads they have seen on TV or the internet. I mention a few new terms or diseases they may have heard of to get them thinking. What have they heard about this topic in other classes, in the cafeteria, on the street, or at their relative’s house about this topic?  \n\n| Table 1. Cardiovascular/Heart Questions |\n| --- |\n| Effects of aerobic training on heart health? How much training for how long? |\n| Mitral valve transplants? Are pig valves really used? How? |\n| Artificial valves and blood thinners? Why? What do blood thinners do? Effects of “thin blood”? |\n| Why do some people have higher susceptibility to high BP? What do BP medications actually do? |\n| Heart murmur – genetic or can it get worse with age? |\n| Cold hands/cold feet – poor circulation? Long ","cbCaisLWwyzKnp4t","https://ap.wps.com/l/cbCaisLWwyzKnp4t","pdf",38365,"English","# Abstract\n## Core teaching challenge in biology\n## Active, learner-centered instruction\n## Teaching method: student question generation\n## Example question sets (Table 1, Table 2)","[{\"question\":\"What is the main teaching technique described in the essay?\",\"answer\":\"Students generate their own questions about a new course topic at the start of each section. The instructor and class then work together to answer those questions through discussion and research.\"},{\"question\":\"When does students’ question generation happen during the course?\",\"answer\":\"It occurs at the beginning of each new section of the course, when a new topic is introduced.\"},{\"question\":\"Why does the author expect this method to improve learning?\",\"answer\":\"The method helps students see relevance and connections to prior knowledge and everyday experiences, increasing motivation, engagement, and ownership of the content.\"}]","Connecting Students to Content - Student-Generated Questions | PDF"]