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Ikeda, Fumihito
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Journal : Integrated Science Education Journal

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Development of Logic-Based Question Classification Methods to Measure the Ability to Ask Questions Essential for Setting Research Questions Qiu, Li; Ikeda, Fumihito; Yamashita, Naoko
Integrated Science Education Journal Vol 5 No 2 (2024): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i2.1003

Abstract

Purpose of the study: Many learners experience difficulties in generating questions that lead to research questions. This study aimed to present perspectives on questions that inquire into the logic within each type of logical reasoning, propose a new question classification method based on these perspectives, verify its objectivity, and examine participants' logicality. Methodology: This study deductively developed perspectives and classification methods for questions based on the logical reasoning theory. To verify the question-classification method and examine participants' logicality, 1,164 Self-described questions from 24 graduate-level students were collected. These questions were classified by two raters using qualitative research software, followed by a statistical analysis. Descriptive and inferential statistics were used for the analysis. Main Findings: Based on the analysis of the question data, the degree of agreement on question classification between the two raters was high. Notably, there was exceptional concordance in categorizing questions asking about deductive reasoning, hypothetical reasoning, and specific questions. Additionally, the analysis of question characteristics revealed a predominant presence of questions asking about inductive reasoning and ambiguous questions. In contrast, there were fewer questions asking about deductive reasoning, hypothetical reasoning, and specific questions. Novelty/Originality of this study: This research adds a logical perspective to traditional question frameworks and develops objective question classification methods. It provides a framework to support the formation of questions that lead to research questions and a method to objectively assess the quality of learning question formation techniques, with significant implications for educational practices. This study is limited by few raters, few specific questions.
Development and Validation of a Taxonomy for Specific Questions Based on Deficiencies in Logical Reasoning Qiu, Li; Ikeda, Fumihito; Yamashita, Naoko
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1102

Abstract

Purpose of the study: This study aims to develop a taxonomy of specific questions based on deficiencies in three types of logical reasoning: inductive, deductive, and hypothetical reasoning. The study also seeks to validate the quality of this taxonomy. Methodology: This study is a developmental research project that utilized a “three-level model” combining deductive approaches with empirical data analysis to develop and validate a taxonomy of questions. A convenience sampling method was employed, whereby 57 questions were selected from 1,164 posed by graduate students at a university in Japan. The question data were categorized by two raters. Descriptive statistics and the kappa coefficient method was employed to verify the quality of the categorization. Main Findings: The taxonomy of specific questions comprised nine categories, with three categories assigned to each type of logical reasoning. The comprehensiveness assessment results showed that all questions were assigned to one category, with at least one question included in each category. The results for exclusivity and objectivity revealed high kappa coefficients, indicating a high degree of agreement between raters. However, there was some confusion among question categories within the same reasoning method during the categorization process. Novelty/Originality of this study: The development of a taxonomy of specific questions based on logical reasoning deficiencies. This framework facilitates the design of strategies that enable learners to generate specific questions. The proposed method of assigning questions enables an objective assessment of learners’ proficiency in formulating specific questions and is expected to more effectively guide the support process.
Development of Logic-Based Question Classification Methods to Measure the Ability to Ask Questions Essential for Setting Research Questions Qiu, Li; Ikeda, Fumihito; Yamashita, Naoko
Integrated Science Education Journal Vol 5 No 2 (2024): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i2.1003

Abstract

Purpose of the study: Many learners experience difficulties in generating questions that lead to research questions. This study aimed to present perspectives on questions that inquire into the logic within each type of logical reasoning, propose a new question classification method based on these perspectives, verify its objectivity, and examine participants' logicality. Methodology: This study deductively developed perspectives and classification methods for questions based on the logical reasoning theory. To verify the question-classification method and examine participants' logicality, 1,164 Self-described questions from 24 graduate-level students were collected. These questions were classified by two raters using qualitative research software, followed by a statistical analysis. Descriptive and inferential statistics were used for the analysis. Main Findings: Based on the analysis of the question data, the degree of agreement on question classification between the two raters was high. Notably, there was exceptional concordance in categorizing questions asking about deductive reasoning, hypothetical reasoning, and specific questions. Additionally, the analysis of question characteristics revealed a predominant presence of questions asking about inductive reasoning and ambiguous questions. In contrast, there were fewer questions asking about deductive reasoning, hypothetical reasoning, and specific questions. Novelty/Originality of this study: This research adds a logical perspective to traditional question frameworks and develops objective question classification methods. It provides a framework to support the formation of questions that lead to research questions and a method to objectively assess the quality of learning question formation techniques, with significant implications for educational practices. This study is limited by few raters, few specific questions.
Development and Validation of a Taxonomy for Specific Questions Based on Deficiencies in Logical Reasoning Qiu, Li; Ikeda, Fumihito; Yamashita, Naoko
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1102

Abstract

Purpose of the study: This study aims to develop a taxonomy of specific questions based on deficiencies in three types of logical reasoning: inductive, deductive, and hypothetical reasoning. The study also seeks to validate the quality of this taxonomy. Methodology: This study is a developmental research project that utilized a “three-level model” combining deductive approaches with empirical data analysis to develop and validate a taxonomy of questions. A convenience sampling method was employed, whereby 57 questions were selected from 1,164 posed by graduate students at a university in Japan. The question data were categorized by two raters. Descriptive statistics and the kappa coefficient method was employed to verify the quality of the categorization. Main Findings: The taxonomy of specific questions comprised nine categories, with three categories assigned to each type of logical reasoning. The comprehensiveness assessment results showed that all questions were assigned to one category, with at least one question included in each category. The results for exclusivity and objectivity revealed high kappa coefficients, indicating a high degree of agreement between raters. However, there was some confusion among question categories within the same reasoning method during the categorization process. Novelty/Originality of this study: The development of a taxonomy of specific questions based on logical reasoning deficiencies. This framework facilitates the design of strategies that enable learners to generate specific questions. The proposed method of assigning questions enables an objective assessment of learners’ proficiency in formulating specific questions and is expected to more effectively guide the support process.
Co-Authors Qiu, Li Yamashita, Naoko