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<p>The spread and acceptance of misinformation and the denial of scientific claims and facts are becoming more commonplace in today’s post-truth era. Increasing scientific literacy could be a promising intervention, as scientifically literate citizens are expected to evaluate claims through evidence-based arguments critically. Direct interactions between students and scientists are considered an effective strategy for increasing scientific literacy. Within these interactions, the ability to formulate and ask effective questions represents a fundamental component of authentic scientific inquiry processes. This study examined the nature of questions generated by 91 seventh-grade students (34 female, 57 male) before and during science communication meetings aligned with curriculum topics. Using Baram-Tsabari et al.'s (2006) classification framework, questions were analyzed based on cognitive level (type and order of information requested) and motivation (school-related versus spontaneous). Results revealed that factual questions were most prevalent, while methodological questions were least common. Students predominantly asked questions in the properties category for the order of requested information, and most questions demonstrated spontaneous rather than school-related motivation. Science topics influenced the characteristics of the questions, though no statistically significant gender differences were found. Topic-specific patterns emerged, with Solar System and Beyond eliciting more open-ended questions, while Living Organisms prompted more explanatory questions. These findings provide valuable insights for educators seeking to enhance students' scientific literacy through structured scientist-student interactions and suggest that question analysis can inform targeted instructional interventions that support authentic scientific inquiry practices.</p>

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What, Why, How?… Cognitive and Motivational Question Patterns of 7th Graders in Science Communication Meetings

  • 期刊论文

  • 发表日期：

    2025年7月15日

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  • Dilara Kara-Zorluoglu,
  • Ulku Seher Budak,
  • Erenay Atay,
  • Gaye Defne Ceyhan

摘要

The spread and acceptance of misinformation and the denial of scientific claims and facts are becoming more commonplace in today’s post-truth era. Increasing scientific literacy could be a promising intervention, as scientifically literate citizens are expected to evaluate claims through evidence-based arguments critically. Direct interactions between students and scientists are considered an effective strategy for increasing scientific literacy. Within these interactions, the ability to formulate and ask effective questions represents a fundamental component of authentic scientific inquiry processes. This study examined the nature of questions generated by 91 seventh-grade students (34 female, 57 male) before and during science communication meetings aligned with curriculum topics. Using Baram-Tsabari et al.'s (2006) classification framework, questions were analyzed based on cognitive level (type and order of information requested) and motivation (school-related versus spontaneous). Results revealed that factual questions were most prevalent, while methodological questions were least common. Students predominantly asked questions in the properties category for the order of requested information, and most questions demonstrated spontaneous rather than school-related motivation. Science topics influenced the characteristics of the questions, though no statistically significant gender differences were found. Topic-specific patterns emerged, with Solar System and Beyond eliciting more open-ended questions, while Living Organisms prompted more explanatory questions. These findings provide valuable insights for educators seeking to enhance students' scientific literacy through structured scientist-student interactions and suggest that question analysis can inform targeted instructional interventions that support authentic scientific inquiry practices.