Here’s a strong, frequently-cited paper on (often called guided self-questioning or question generation ) in learning: Paper: King, A. (1992). "Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures." American Educational Research Journal , 29(2), 303–323.
Paper: Fiorella, L., & Mayer, R. E. (2016). Educational Psychology Review , 28(4), 717–741. (Section on self-questioning — includes guided question prompts as a core generative strategy.) Would you like a one-page summary template or the specific question stems from King (1992)?
Rosenshine, B., Meister, C., & Chapman, S. (1996). "Teaching students to generate questions: A review of the intervention studies." Review of Educational Research , 66(2), 181–221. (Find on JSTOR or author’s institutional repository.) For a recent applied study in digital/multimedia learning:
Here’s a strong, frequently-cited paper on (often called guided self-questioning or question generation ) in learning: Paper: King, A. (1992). "Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures." American Educational Research Journal , 29(2), 303–323.
Paper: Fiorella, L., & Mayer, R. E. (2016). Educational Psychology Review , 28(4), 717–741. (Section on self-questioning — includes guided question prompts as a core generative strategy.) Would you like a one-page summary template or the specific question stems from King (1992)?
Rosenshine, B., Meister, C., & Chapman, S. (1996). "Teaching students to generate questions: A review of the intervention studies." Review of Educational Research , 66(2), 181–221. (Find on JSTOR or author’s institutional repository.) For a recent applied study in digital/multimedia learning:
