[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598362-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598362-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","student-generated-questions-fostering-sustainable-and-productive-knowledge-building-discourse","Student-Generated Questions - Fostering Sustainable and Productive Knowledge Building Discourse","","The role of questions in student learning is well established, yet debate persists over who should pose inquiry-driving questions: teachers or students. Knowledge Building emphasizes student agency by transforming schools into knowledge-creation organizations where learners generate authentic questions to understand the world. This study evaluates the extent to which elementary students can generate questions and how student-generated question threads shape Knowledge Building discourse progression. Comparing question-started versus non-question-started online notes shows that student questions sustain progressive discourse and more often lead to productive threads.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-generated-questions-fostering-sustainable-and-productive-knowledge-building-discourse/598362/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-generated-questions-fostering-sustainable-and-productive-knowledge-building-discourse/598362.png","ImageObject",300,407,{"name":42,"@type":43},"Mafia Boss","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why is student questioning considered important for learning?","Question",{"text":63,"@type":64},"Student questioning supports learning and teaching by functioning as a thinking process skill and enabling students to direct inquiry, monitor progress, and improve discourse quality.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does Knowledge Building emphasize about students’ role in questioning?",{"text":68,"@type":64},"Knowledge Building frames schools as knowledge-creation organizations where students generate authentic questions, take responsibility for sustaining discourse, and improve ideas through persistent inquiry.",{"name":70,"@type":61,"acceptedAnswer":71},"How do question-started threads differ from non-question threads in the study?",{"text":72,"@type":64},"Threads that begin with student questions more often develop into productive threads and engage students in sustainable, progressive discourse, which supports Knowledge Building.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598362,1792209183,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| Volume 48 (2) | Summer/été 2022 |\n| --- | --- |\n\nStudent-Generated Questions Fostering Sustainable and Productive Knowledge Building Discourse  \nQuestions générées par les élèves Favoriser un discours sur le renforcement des connaissances durables et productifs  \nGaoxia Zhu, National Institute of Education, Nanyang Technological University, Singapore Ahmad Khanlari, University of Toronto, Canada  \nMonica Resendes, University of Toronto, Canada  \nAbstract  \nThe role of questions in student learning is well recognized. However, the controversial issue of who should pose questions that direct inquiry continues: teachers or students? One perspective advocates that teachers generate questions as it assumes that students cannot generate high-quality questions. In contrast, Knowledge Building, a pedagogical approach that advocates transforming schools into knowledge-creation organizations, emphasizes student agency in generating authentic questions as they try to understand the world around them. This study examined the extent to which elementary students could generate questions and explore how student-generated questions help Knowledge Building discourse progress. Comparing question threads (i.e., a series of online notes started with questions) and non-question threads (i.e., a series of online notes not started with questions), we noticed that questions posted by students engaged them in sustainable and progressive discourses, which is central to Knowledge Building. Moreover, the content analysis of the data revealed that the threads starting with questions were more likely to end up with productive threads than the non-question threads.  \nKeywords: Knowledge building; Student-generated questions; Productive discourse; Sustainable discourse; Science education  \nRésumé  \nLe rôle de question pour l'apprentissage des étudiants est vraiment reconnu. Mais une question controversée est qui va poser les questions qui dirige l'enquête, les professeurs ou les étudiants? Une perspective souligne que les professeurs produisent les questions a cause que les étudiants ne sont pas capables de créer des questions de haute qualité . Une autre perspective souligne l’agence étudiante en posant les questions et suppose qu’un échec des questions généré par les étudiants peuvent avoir un résultat d'échec de la consolidation des connaissances. Cet étude  \nCJLT/RCAT Vol. 48 (2)  \nexamine le degré que les étudiants élémentaire sont capables de générer questions et explore comment les questions générées des étudiants aident la consolidation des connaissances du progrès de discours. Dans la comparaison d’un fil de questions (un série de notes en ligne qui ont commencé avec des questions) et un fil de non-questions (une série de notes en ligne noncommencé par des questions), on a réalisé que les questions posé par les étudiants les ont engagésdans un discours progressive et durable. Cela est centrale dans la consolidation des connaissances. De plus, l’analyse du contenu des données a révélé que les fils qui ont commencé avec des questions était plus probable a finir avec des fils productive compare au fils de non-questions.  \nMots clés: Développement des connaissances ; Questions posées par les étudiants ; Discours productif ; Discours durable ; Enseignement scientifique  \nIntroduction  \nResearchers and educators have investigated the nature and types of questions and recognized the importance of students’ questioning for learning and teaching (Chin & Osborne, 2008; Graesser & Olde, 2003) . Questioning represents a thinking processing skill; it is “structurally embedded in the thinking operation of critical thinking, creative thinking, and problem solving”(Cuccio-Schirripa & Steiner, 2000, p. 210) . There are different classifications of questions based on cognitive levels involved in responding to questions, i.e., input, processing, and output questions (Pizzini & Shepardson, 1991), the process of conceptual change, i.e., exploration, elaboration, and c","cbCaisbkKH4rk0vE","https://ap.wps.com/l/cbCaisbkKH4rk0vE","pdf",253845,22,"English","# Introduction\n## Questioning and learning\n## Knowledge Building and discourse sustainability\n# Study focus and comparison approach\n## Question threads vs non-question threads","[{\"question\":\"Why is student questioning considered important for learning?\",\"answer\":\"Student questioning supports learning and teaching by functioning as a thinking process skill and enabling students to direct inquiry, monitor progress, and improve discourse quality.\"},{\"question\":\"What does Knowledge Building emphasize about students’ role in questioning?\",\"answer\":\"Knowledge Building frames schools as knowledge-creation organizations where students generate authentic questions, take responsibility for sustaining discourse, and improve ideas through persistent inquiry.\"},{\"question\":\"How do question-started threads differ from non-question threads in the study?\",\"answer\":\"Threads that begin with student questions more often develop into productive threads and engage students in sustainable, progressive discourse, which supports Knowledge Building.\"}]","Student-Generated Questions - Fostering Sustainable and Productive Knowledge Building Discourse | PDF",1792086792,55]