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Better Questions (good + question)
Selected AbstractsParenting: Have We Arrived?FAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 1 2004Or Do We Continue the Journey? This article challenges the premise that either the content or process of parenting education is fully developed. The authors argue that important developments in educating children and in educating parents challenge any sense of arrival. It is possible that the new answers discovered in recent years only challenge us to ask better questions about how to improve parent effectiveness. [source] Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratoriesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2005Avi Hofstein This study focuses on the ability of high-school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry-type experiment (a practical test) and (b) the ability of students to ask questions after critically reading a scientific article. The student population consisted of two groups: an inquiry-laboratory group (experimental group) and a traditional laboratory-type group (control group). The three common features investigated were (a) the number of questions that were asked by each of the students, (b) the cognitive level of the questions, and (c) the nature of the questions that were chosen by the students, for the purpose of further investigation. Importantly, it was found that students in the inquiry group who had experience in asking questions in the chemistry laboratory outperformed the control grouping in their ability to ask more and better questions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 791,806, 2005 [source] IX,Against Requirements of RationalityPROCEEDINGS OF THE ARISTOTELIAN SOCIETY (HARDBACK), Issue 1part2 2008A. W. Price Are inferences, theoretical and practical, subject to requirements of rationality? If so, are these of the form ,if , ought ,' or ,ought , if ,'? If the latter, how are we to understand the ,if'? It seems that, in all cases, we get unintuitive implications (often involving bootstrapping) if ,ought' connotes having reason. It is difficult to formulate such requirements, and obscure what they explain. There might also be a requirement forbidding self-contradiction (not that one's current beliefs can be consciously contradictory). It is a good question whether self-contradiction constitutes, or evidences, irrationality; but talk of a rational requirement causes trouble. [source] From research to policy: Choosing questions and interpreting the answersNEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 98 2002Aletha C. Huston Research can contribute to policy by asking good questions, using the best methods we have, and being ready when the policy issues arise. [source] The quality of questions and use of resources in self-directed learning: Personal learning projects in the maintenance of certificationTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2009T. Horsley PhD Abstract Introduction: To engage effectively and efficiently in self-directed learning and knowledge-seeking practices, it is important that physicians construct well-formulated questions; yet, little is known about the quality of good questions and their relationship to self-directed learning or to change in practice behavior. Methods: Personal learning projects (PLPs) submitted to the Canadian Maintenance of Certification program were examined to include underlying characteristics, quality of therapeutic questions (population, intervention, comparator, outcome [PICO] mnemonic), and relationships between stage of change and level of evidence used to resolve questions. Results: We assessed 1989 submissions (from 559 Fellows of the Royal College of Physicians and Surgeons of Canada [RCPSC]). The majority of submissions were by males (69.2%) aged 40,59 (59.4%) with an average of 24.3 (range 6,58, SD 11.1) years since graduation. The most frequent submissions were treatment (36.6%) and diagnosis (22.3%) questions. Half of all questions described ,2 components (PICO), and only 3.7% of questions included all 4 components. Cross tabulations indicated only 1 significant trend for the use of narrative reviews and the outcome "integrating new knowledge' (P < .000). Discussion: Self-directed learning skills comprise an important strategy for specialists maintaining or expanding their expertise in patient care, but an important obstacle to answering patient care questions is the ability to formulate good ones. Engagement in most major learning activities is stimulated by management of a single patient: formal accredited group learning events are of limited value in starting episodes of self-directed learning. Low levels of evidence used to address learning projects. Future research should determine how best to improve the quality of questions submitted and whether or not these changes result in increased efficiencies, more appropriate uses of evidence, and increased changes in practice behaviors. [source] | ||||||||||