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A meta-analysis on developing effective HOTS questioning skills for STEM teachers in Malaysia

In developing 21st-century skills, improvement of STEM education is in demand in most countries for solving complex global issues and global economic development. Effective questioning skills by STEM teachers could help to engage and scaffold students in learning and higher-level thinking process. H...

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Main Authors: Khairuddin, Nor’Aida, Talib, Rohaya, Harmeni, Haiza Atmareni, Radzali, Muhammad
Format: Article
Published: SDA, LTD 2020
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/id/eprint/91563/
http://dx.doi.org/10.37200/IJPR/V24I5/PR2020241
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spelling my.utm.915632021-07-04T01:55:39Z http://eprints.utm.my/id/eprint/91563/ A meta-analysis on developing effective HOTS questioning skills for STEM teachers in Malaysia Khairuddin, Nor’Aida Talib, Rohaya Harmeni, Haiza Atmareni Radzali, Muhammad L Education (General) In developing 21st-century skills, improvement of STEM education is in demand in most countries for solving complex global issues and global economic development. Effective questioning skills by STEM teachers could help to engage and scaffold students in learning and higher-level thinking process. However, most STEM teachers in Malaysia still applied lower-order and closed-ended questions in teaching and learning session because of their lack of knowledge and skills in HOTS questioning. This paper provided an overview of effective strategies to develop HOTS questioning skills. The research methodology was based on literature review search strategy through ERIC, online database and journals such as EBSCOhost, Science Direct, Scopus, Springer Link, Web of Science (WoS), SAGE, Taylor and Francis Online, and Wiley Online Library. The keywords used for this research were STEM education, questioning skills, higher-order thinking skills (HOTS) and STEM pedagogical development. From the meta-analysis, the results showed that promote inquiry approach, proper wait-time, pedagogical content knowledge and recognition were the dominant strategies in questioning, which helped to develop students’ cognitive and HOTS abilities. Findings from this review will guide the STEM teachers to enhance their pedagogical skills, especially in HOTS questioning and strengthen the quality of STEM education in future. SDA, LTD 2020-04 Article PeerReviewed Khairuddin, Nor’Aida and Talib, Rohaya and Harmeni, Haiza Atmareni and Radzali, Muhammad (2020) A meta-analysis on developing effective HOTS questioning skills for STEM teachers in Malaysia. International Journal of Psychosocial Rehabilitation, 24 (5). pp. 5346-5358. ISSN 1475-7192 http://dx.doi.org/10.37200/IJPR/V24I5/PR2020241 DOI:10.37200/IJPR/V24I5/PR2020241
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 (General)
spellingShingle L Education (General)
Khairuddin, Nor’Aida
Talib, Rohaya
Harmeni, Haiza Atmareni
Radzali, Muhammad
A meta-analysis on developing effective HOTS questioning skills for STEM teachers in Malaysia
description In developing 21st-century skills, improvement of STEM education is in demand in most countries for solving complex global issues and global economic development. Effective questioning skills by STEM teachers could help to engage and scaffold students in learning and higher-level thinking process. However, most STEM teachers in Malaysia still applied lower-order and closed-ended questions in teaching and learning session because of their lack of knowledge and skills in HOTS questioning. This paper provided an overview of effective strategies to develop HOTS questioning skills. The research methodology was based on literature review search strategy through ERIC, online database and journals such as EBSCOhost, Science Direct, Scopus, Springer Link, Web of Science (WoS), SAGE, Taylor and Francis Online, and Wiley Online Library. The keywords used for this research were STEM education, questioning skills, higher-order thinking skills (HOTS) and STEM pedagogical development. From the meta-analysis, the results showed that promote inquiry approach, proper wait-time, pedagogical content knowledge and recognition were the dominant strategies in questioning, which helped to develop students’ cognitive and HOTS abilities. Findings from this review will guide the STEM teachers to enhance their pedagogical skills, especially in HOTS questioning and strengthen the quality of STEM education in future.
format Article
author Khairuddin, Nor’Aida
Talib, Rohaya
Harmeni, Haiza Atmareni
Radzali, Muhammad
author_facet Khairuddin, Nor’Aida
Talib, Rohaya
Harmeni, Haiza Atmareni
Radzali, Muhammad
author_sort Khairuddin, Nor’Aida
title A meta-analysis on developing effective HOTS questioning skills for STEM teachers in Malaysia
title_short A meta-analysis on developing effective HOTS questioning skills for STEM teachers in Malaysia
title_full A meta-analysis on developing effective HOTS questioning skills for STEM teachers in Malaysia
title_fullStr A meta-analysis on developing effective HOTS questioning skills for STEM teachers in Malaysia
title_full_unstemmed A meta-analysis on developing effective HOTS questioning skills for STEM teachers in Malaysia
title_sort meta-analysis on developing effective hots questioning skills for stem teachers in malaysia
publisher SDA, LTD
publishDate 2020
url http://eprints.utm.my/id/eprint/91563/
http://dx.doi.org/10.37200/IJPR/V24I5/PR2020241
_version_ 1705056731076231168
score 13.211869

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