Perspective-Based Generic Questions as a Tool to Promote Student Biology Teacher Questioning

Boer, Eveline de; Janssen, Fred; Driel, Jan van; Dam, Michiel

doi:10.1007/s11165-019-9853-9

Cited by 6 publications

(5 citation statements)

References 29 publications

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“…Therefore, it is believed that it is revealed whether the students really grasp a concept or not with the help of such questions (Arslan, 2006). It is very important for teachers to ask higher level questions for students to acquire productive thinking skills (De Boer et al, 2021). The inclusion of high-level questions in lessons as part of the classroom discourse encourages students to think deeper and more reflectively (Eliasson et al, 2017).…”

Section: Related Literaturementioning

confidence: 99%

Examining the Type and Quality of Questions Asked by a Science Teacher

Saka

İnaltekin

2023

JBSE

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Exploring science teachers' classroom assessment behaviors is a way to understand the professional knowledge competencies underlying effective teaching practices. One of the most important components of in-class assessments is teacher questions. However, studies examining teacher questions that provide support to accurately determine student learning and manage the lesson effectively are quite limited. This research presents a case study of a science teacher in Turkey regarding the question types and questioning proficiency in the teaching of 5th grade "Measurement of Force and Friction" and "Matter and Change". The data have been collected through course observations. The study used an observation evaluation protocol to analyze the video recordings taken from the science teacher's lectures. The results of this study showed that about half of the questions that the science teacher has asked in his class remain at a partially appropriate and inappropriate level, and that the teacher mostly prefers questions that aim to evaluate real information and summarize what is important in his courses. These results point to the need for professional development on a teacher's questioning practices. Therefore, it can be said that those who plan professional development programs for science teachers should consider efforts to improve teacher questioning practices. Keywords: case study, classroom observation, science questions, science teacher questioning

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Section: Related Literaturementioning

confidence: 99%

Examining the Type and Quality of Questions Asked by a Science Teacher

Saka

İnaltekin

2023

JBSE

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“…Biology teachers experienced the change in their ability to ask better inquiry questions during a laboratory course in microbiology when the laboratory techniques were presented in an explicit and generalized manner, in the context of specific research questions [24]. Generic questions that are derived from perspectives (ways of looking at and thinking about life processes) help in generating specific questions [25]. When biology student teachers were asked to individually generate as many questions as possible that they may ask on a particular biological topic; first without using, and then using, a set of perspective-based generic questions.…”

Section: Introductionmentioning

confidence: 99%

“…When biology student teachers were asked to individually generate as many questions as possible that they may ask on a particular biological topic; first without using, and then using, a set of perspective-based generic questions. It was found that, using perspective-based generic questions, student teachers generated significantly more and higher quality questions [25]. In a study of Lin, Hong, Yang, and Lee [26], teaching practices of science teachers revealed that teachers asked more high-level questions requiring students to identify researchable questions, make hypotheses, design investigation procedures, or provide evidence-based conclusions.…”

Section: Introductionmentioning

confidence: 99%

Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

2021

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Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by twelve student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers’ questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers’ questioning skills in teacher education.

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“…The education today, including the higher education which prepares the pre-service teachers, is required to apply active learning, in which the pre-service teachers are involved in efforts to construct their own knowledge. One way to fulfil this demand is by developing the questioning skills (Almeida, 2012;de Boer et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Question types of pre-service teachers at the implementation of a new learning model: a comparison between QASEE, RQA, and conventional learnings

Saputri¹,

Corebima²,

Susilo³

et al. 2020

Journal for the Education of Gifted Young Scientists

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This research aims at analyzing the question types posed by pre-service teachers at the implementation of QASEE (Questioning, Answering, Sharing, Extending and Evaluating) learning and its comparison with RQA (Reading, Questioning, and Answering) learning and conventional learning. 107 pre-service teachers participated in this qualitative and quantitative research. The data of questions raised during the learning activities were collected using observation sheets. The collected questions were analyzed related to the content and were classified based on the revised version of Bloom's taxonomy. The results were then analyzed descriptively. Based on the cognitive process dimensions, in the QASEE class, the most common question type found is the Q2 questions (59.34%) and only few Q1 questions (2.75%) are found; in the RQA class, the most common question type is the Q2 questions (67.22%) and only a small number of Q1 types (2.79%) are found, while in the conventional class, the Q1 and Q2 questions are found in the same frequency (32.35%). Based on the knowledge dimension, in the QASEE class, the most question type found is the QC questions (86.64%) and only few QF questions are found (1.75%); in the RQA class, the most question type found is the QC questions (83.94%) and only few QF questions (5.57%) are found, while in the conventional class, the frequencies of the QF and the QC questions are 32.35% and 44.12% respectively. Based on the cross-section dimension, in the QASEE class, the most question type found is the classify questions (57.60%) and only few list questions (0.42%) are found. In the RQA, the classify questions (63.40%) are also the most question type found and only few list questions (1.86%) were found, while in the conventional class, the most question type found are the list questions (32.35%), and the classify questions (32.35%). The QASEE learning has the most potential in encouraging pre-service teachers to produce better questions, because it has the highest frequency of HOT (Higher Order Thinking) and QM questions as well as the lowest frequency of list question, compared to the RQA and conventional learning.

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Perspective-Based Generic Questions as a Tool to Promote Student Biology Teacher Questioning

Cited by 6 publications

References 29 publications

Examining the Type and Quality of Questions Asked by a Science Teacher

Examining the Type and Quality of Questions Asked by a Science Teacher

Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

Question types of pre-service teachers at the implementation of a new learning model: a comparison between QASEE, RQA, and conventional learnings

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