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Undergraduate Students Develop Questioning, Creativity, and Collaboration Skills by Using the Question Formulation Technique

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Title: Undergraduate Students Develop Questioning, Creativity, and Collaboration Skills by Using the Question Formulation Technique
Language: English
Authors: Mindi Summers, Jordann Fernandez, Cody-Jordan Handy-Hart, Sarah Kulle, Kyla Flanagan
Source: Canadian Journal for the Scholarship of Teaching and Learning. 2024 15(2).
Availability: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Science Instruction, Biology, Zoology, Questioning Techniques, Inquiry, Creative Thinking, Metacognition, Cooperative Learning, Reflection, Student Attitudes, College Faculty, Brainstorming
Geographic Terms: Canada (Calgary)
ISSN: 1918-2902
Abstract: Asking questions can be one of the most difficult, yet important, steps in driving student inquiry. As post-secondary instructors work to integrate inquiry into classrooms, very few concrete strategies exist for developing and promoting student questioning. The Question Formulation Technique (QFT) is a structured process used widely in K-12 settings that guides students through generating, evaluating, and reflecting on questions. In these contexts, the QFT has been shown to develop important skills, including building creative capacity (divergent and convergent thinking), metacognition, and collaborative teamwork. While we have used QFT in many contexts with undergraduate students, there is very limited evidence of effectiveness and impact beyond K-12. In this study, we explored how students collaboratively developed questions using the Question Formulation Technique (QFT) in an undergraduate upper-division biology class. We documented and explored themes in question generation and collected student group reflections on their experiences. We show that undergraduate students are productive in generating questions using QFT, and asking questions broadly across the course themes, with the number of questions increasing by the end of the term. Students enjoyed the QFT process, were excited by the questions generated, and found the collaborative brainstorming effective. We also reflect on our experiences and provide ideas for other ways QFT can be incorporated into courses to support undergraduate inquiry and research. We found that QFT helps biology undergraduate students ask their own questions and use inquiry to explore concepts creatively and collaboratively.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453615
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Undergraduate Students Develop Questioning, Creativity, and Collaboration Skills by Using the Question Formulation Technique
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  Data: <searchLink fieldCode="AR" term="%22Mindi+Summers%22">Mindi Summers</searchLink><br /><searchLink fieldCode="AR" term="%22Jordann+Fernandez%22">Jordann Fernandez</searchLink><br /><searchLink fieldCode="AR" term="%22Cody-Jordan+Handy-Hart%22">Cody-Jordan Handy-Hart</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Kulle%22">Sarah Kulle</searchLink><br /><searchLink fieldCode="AR" term="%22Kyla+Flanagan%22">Kyla Flanagan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>Canadian Journal for the Scholarship of Teaching and Learning</i></searchLink>. 2024 15(2).
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  Data: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Zoology%22">Zoology</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Thinking%22">Creative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Brainstorming%22">Brainstorming</searchLink>
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  Data: 1918-2902
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  Label: Abstract
  Group: Ab
  Data: Asking questions can be one of the most difficult, yet important, steps in driving student inquiry. As post-secondary instructors work to integrate inquiry into classrooms, very few concrete strategies exist for developing and promoting student questioning. The Question Formulation Technique (QFT) is a structured process used widely in K-12 settings that guides students through generating, evaluating, and reflecting on questions. In these contexts, the QFT has been shown to develop important skills, including building creative capacity (divergent and convergent thinking), metacognition, and collaborative teamwork. While we have used QFT in many contexts with undergraduate students, there is very limited evidence of effectiveness and impact beyond K-12. In this study, we explored how students collaboratively developed questions using the Question Formulation Technique (QFT) in an undergraduate upper-division biology class. We documented and explored themes in question generation and collected student group reflections on their experiences. We show that undergraduate students are productive in generating questions using QFT, and asking questions broadly across the course themes, with the number of questions increasing by the end of the term. Students enjoyed the QFT process, were excited by the questions generated, and found the collaborative brainstorming effective. We also reflect on our experiences and provide ideas for other ways QFT can be incorporated into courses to support undergraduate inquiry and research. We found that QFT helps biology undergraduate students ask their own questions and use inquiry to explore concepts creatively and collaboratively.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Zoology
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Creative Thinking
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Brainstorming
        Type: general
      – SubjectFull: Canada (Calgary)
        Type: general
    Titles:
      – TitleFull: Undergraduate Students Develop Questioning, Creativity, and Collaboration Skills by Using the Question Formulation Technique
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            NameFull: Mindi Summers
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            NameFull: Jordann Fernandez
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            NameFull: Cody-Jordan Handy-Hart
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            NameFull: Sarah Kulle
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            NameFull: Kyla Flanagan
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              Type: published
              Y: 2024
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              Value: 1918-2902
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              Value: 15
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            – TitleFull: Canadian Journal for the Scholarship of Teaching and Learning
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