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Developing critical thinking through Socratic Questioning: An Action Research Study

An action research study was conducted among 24 Form 4 level Malaysian students, aged 16. The duration of the study was five months and constituted 16 one-hour literature lessons (short stories from the secondary level Malaysian English Language Upper Secondary Level school syllabus). This paper des...

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Main Author: Husniah, Sahamid
Format: Article
Language:English
Published: Australian International Academic Centre, Australia 2016
Subjects:
BF Psychology
Online Access:http://umpir.ump.edu.my/id/eprint/14753/1/pbmsk-2016-husniah-Developing%20critical%20thinking%20through%20Socratic.pdf
http://umpir.ump.edu.my/id/eprint/14753/
http://dx.doi.org/10.7575/aiac.ijels.v.4n.3p.62
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spelling my.ump.umpir.147532016-10-12T08:12:38Z http://umpir.ump.edu.my/id/eprint/14753/ Developing critical thinking through Socratic Questioning: An Action Research Study Husniah, Sahamid BF Psychology An action research study was conducted among 24 Form 4 level Malaysian students, aged 16. The duration of the study was five months and constituted 16 one-hour literature lessons (short stories from the secondary level Malaysian English Language Upper Secondary Level school syllabus). This paper describes my experience as a teacher-as-researcher to assist students to respond to teacher questions through Paul’s (1993) model of Socratic Questioning which claims to develop students’ critical thinking. Data was collected through researcher’s field notes, students’ writing tasks and student interviews which were analysed after each cycle of the action research study. Changes and adaptations were consequently made based on the data collected and upon teacher reflection to improve practice. The results of this study indicate that repeated practice of Socratic Questioning had a positive effect on student responses and writing tasks. Some of the factors affecting students’ performance included students’ language proficiency, weak reading ability and students’ anxiety towards the questioning method. These issues had to be addressed and dealt with, before Socratic Questioning could be properly implemented in the classroom Australian International Academic Centre, Australia 2016 Article PeerReviewed application/pdf en cc_by http://umpir.ump.edu.my/id/eprint/14753/1/pbmsk-2016-husniah-Developing%20critical%20thinking%20through%20Socratic.pdf Husniah, Sahamid (2016) Developing critical thinking through Socratic Questioning: An Action Research Study. International Journal of Education & Literacy Studies (IJELS), 4 (3). pp. 62-72. ISSN 2202-9478 http://dx.doi.org/10.7575/aiac.ijels.v.4n.3p.62 DOI: 10.7575/aiac.ijels.v.4n.3p.62
institution Universiti Malaysia Pahang
building UMP Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Pahang
content_source UMP Institutional Repository
url_provider http://umpir.ump.edu.my/
language English
topic BF Psychology
spellingShingle BF Psychology
Husniah, Sahamid
Developing critical thinking through Socratic Questioning: An Action Research Study
description An action research study was conducted among 24 Form 4 level Malaysian students, aged 16. The duration of the study was five months and constituted 16 one-hour literature lessons (short stories from the secondary level Malaysian English Language Upper Secondary Level school syllabus). This paper describes my experience as a teacher-as-researcher to assist students to respond to teacher questions through Paul’s (1993) model of Socratic Questioning which claims to develop students’ critical thinking. Data was collected through researcher’s field notes, students’ writing tasks and student interviews which were analysed after each cycle of the action research study. Changes and adaptations were consequently made based on the data collected and upon teacher reflection to improve practice. The results of this study indicate that repeated practice of Socratic Questioning had a positive effect on student responses and writing tasks. Some of the factors affecting students’ performance included students’ language proficiency, weak reading ability and students’ anxiety towards the questioning method. These issues had to be addressed and dealt with, before Socratic Questioning could be properly implemented in the classroom
format Article
author Husniah, Sahamid
author_facet Husniah, Sahamid
author_sort Husniah, Sahamid
title Developing critical thinking through Socratic Questioning: An Action Research Study
title_short Developing critical thinking through Socratic Questioning: An Action Research Study
title_full Developing critical thinking through Socratic Questioning: An Action Research Study
title_fullStr Developing critical thinking through Socratic Questioning: An Action Research Study
title_full_unstemmed Developing critical thinking through Socratic Questioning: An Action Research Study
title_sort developing critical thinking through socratic questioning: an action research study
publisher Australian International Academic Centre, Australia
publishDate 2016
url http://umpir.ump.edu.my/id/eprint/14753/1/pbmsk-2016-husniah-Developing%20critical%20thinking%20through%20Socratic.pdf
http://umpir.ump.edu.my/id/eprint/14753/
http://dx.doi.org/10.7575/aiac.ijels.v.4n.3p.62
_version_ 1643667515109277696
score 13.211869

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