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Students' questions in inquiry- based chemistry classrooms

Questioning plays an important part in the teaching and learning science. Previous research has extensively focused on teachers‟ questions compared to students‟ questions. Research of students‟ questions is vital as it shows how students think and their understanding of a content studied. Hence, thi...

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Main Authors: Sim, Winnie Siew Li, Arshad, Mohammad Yusof
Format: Conference or Workshop Item
Published: 2013
Subjects:
L Education
Online Access:http://eprints.utm.my/id/eprint/38768/
http://pps.unj.ac.id/journal/ijer/article/view/276/256
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spelling my.utm.387682017-09-02T15:46:50Z http://eprints.utm.my/id/eprint/38768/ Students' questions in inquiry- based chemistry classrooms Sim, Winnie Siew Li Arshad, Mohammad Yusof L Education Questioning plays an important part in the teaching and learning science. Previous research has extensively focused on teachers‟ questions compared to students‟ questions. Research of students‟ questions is vital as it shows how students think and their understanding of a content studied. Hence, this research focuses on students‟ questions, types of questions asked and the sequence(s) after students‟ question. Twenty three chemistry teachers and their students of national secondary schools were involved in this study. Ninety two chemistry lessons were observed, audio and video recorded. Transcript of the lessons showed that students‟ questions were mainly related to content or science process skills as emphasised in inquiry teaching and learning. However, most questions asked by students were low order closed questions. The sequence after students‟ questions with the highest percentage (83.33%) was IR (Initiation from student, followed by teachers‟ response). This sequence showed that chemistry teachers in this study did not display inquiry-based questioning characteristics because in inquiry teaching, teachers should avoid responding to students‟ questions. Instead, they should provide opportunities for students to respond to their friends‟ questions. Hence, teachers should move towards student initiated inquiry, where students ask higher order thinking questions and increasing the interaction among the students. 2013 Conference or Workshop Item PeerReviewed Sim, Winnie Siew Li and Arshad, Mohammad Yusof (2013) Students' questions in inquiry- based chemistry classrooms. In: IJER. Vol.2, No.1, Juni 2016.. http://pps.unj.ac.id/journal/ijer/article/view/276/256
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic L Education
spellingShingle L Education
Sim, Winnie Siew Li
Arshad, Mohammad Yusof
Students' questions in inquiry- based chemistry classrooms
description Questioning plays an important part in the teaching and learning science. Previous research has extensively focused on teachers‟ questions compared to students‟ questions. Research of students‟ questions is vital as it shows how students think and their understanding of a content studied. Hence, this research focuses on students‟ questions, types of questions asked and the sequence(s) after students‟ question. Twenty three chemistry teachers and their students of national secondary schools were involved in this study. Ninety two chemistry lessons were observed, audio and video recorded. Transcript of the lessons showed that students‟ questions were mainly related to content or science process skills as emphasised in inquiry teaching and learning. However, most questions asked by students were low order closed questions. The sequence after students‟ questions with the highest percentage (83.33%) was IR (Initiation from student, followed by teachers‟ response). This sequence showed that chemistry teachers in this study did not display inquiry-based questioning characteristics because in inquiry teaching, teachers should avoid responding to students‟ questions. Instead, they should provide opportunities for students to respond to their friends‟ questions. Hence, teachers should move towards student initiated inquiry, where students ask higher order thinking questions and increasing the interaction among the students.
format Conference or Workshop Item
author Sim, Winnie Siew Li
Arshad, Mohammad Yusof
author_facet Sim, Winnie Siew Li
Arshad, Mohammad Yusof
author_sort Sim, Winnie Siew Li
title Students' questions in inquiry- based chemistry classrooms
title_short Students' questions in inquiry- based chemistry classrooms
title_full Students' questions in inquiry- based chemistry classrooms
title_fullStr Students' questions in inquiry- based chemistry classrooms
title_full_unstemmed Students' questions in inquiry- based chemistry classrooms
title_sort students' questions in inquiry- based chemistry classrooms
publishDate 2013
url http://eprints.utm.my/id/eprint/38768/
http://pps.unj.ac.id/journal/ijer/article/view/276/256
_version_ 1643650277383864320
score 13.211869

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