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We call this activity of question posing as "think" sub-phase.
We also refer to processing, which includes summarizing the learning materials, creating analogies, generative note-taking, and question posing.
One of the few research that has been found in this direction is about training pre-service teachers on effective question posing.
The answers to the second assignment were analyzed to identify transfer skills, based on the literature that shows that question posing can serve as a mean for identifying students' knowledge and thinking skills (Barak & Rafaeli, 2004; Sasson & Dori, 2012).
Moreover, the purpose of this PP activity was to generate questions to assess other students, whereas the purpose of question posing in the SQDL ("Problem posing as an instructional strategy" section) was to clarify or explore knowledge to improve learning.
In the third (and current) version of the SQDL strategy, it is ensured that students construct new knowledge through question posing, and at the same time, they know that their generated question will be reviewed by others and the answer to the questions will be addressed to or discussed with the whole class.
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Question posed, question answered.
But back to the question posed?
But it is also a question posed to the audience.
But let me answer the question posed in the column.
That brings us to the question posed by the Amazing Mr. Mazer.
Write better and faster with AI suggestions while staying true to your unique style.
Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com