Three Sentence Summary
For people to learn, new information must be hung onto a structure of previously learned information. The authors developed and tested a procedure for using two dozen question stems based on the higher levels of Bloom’s Taxonomy to aid in this knowledge acquisition. Authors found the question frame protocol, which requires students to complete the question frames themselves, effective for their subjects and circumstance (undergraduates’ post-lecture information retrieval).
The question frames:
What is a new example of ______?
How would you use ______ to ______?
What would happen if ______?
What are the strengths and weaknesses of ______?
What do we already know about ______?
How does ______ tie in with what we learned before?
Explain why ______.
Explain how ______.
How does ______ affect ______?
What is the meaning of ______?
Why is ______ important?
What is the difference between ______ and ______?
How are ______ and ______ similar?
What is the best ______, and why?
What are some possible solutions for the problem of ______?
Compare ______ and ______ with regard to ______.
How does ______ effect ______?
What do you think causes ______?
Do you agree or disagree with this statement: ______? Support your answer.
What’s Not So Good
Authors assert, “Students who learn the most are those who provide elaborated explanations to others in their group.” I say, “chicken, meet egg.” Are students learning the most because they are providing explanations, or are they able to provide explanations because they have learned the most? If not one direction of causality or the other but rather some combination, which percentage for which?
The study lacks quantitative data. Authors make claims of efficacy of their protocol without including evidence of measurement of their claims so we cannot determine how effective the protocol is.