The Impact of Questioning Techniques on STEAM Instruction

Jacques, Lorraine; Cian, Heidi; Herro, Danielle; Quigley, Cassie

doi:10.1080/01626620.2019.1638848

Cited by 17 publications

(20 citation statements)

References 51 publications

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“…But unfortunately, at the end of the lesson, there was no feedback to answer students' questions. As long as there is feedback at the end of the lesson based on the students' findings, their critical thinking skills will develop better (Biggers, 2018;Chin, 2007;Jacques et al, 2020). Furthermore, the TBLA analysis results in Fig 1 (a) showed an exciting finding for the quality of teacher questions.…”

Section: Analysis Of Communication Patterns Based On the Number Of Words Spoken By Teachers And Studentsmentioning

confidence: 90%

“…Some previous results showed that communication patterns in the classroom are highly dependent on the learning design, questions, or feedback, as well as students' academic abilities (Chin, 2007;Gage et al, 2018;Hanrahan, 2006;Jacques et al, 2020;Lee & Irving, 2018;Pimentel & McNeill, 2016). Meanwhile, learning designs with more studentcentered, such as collaboration, managing an effective relationship between teacher-students and students-students (Bature & Atweh, 2019), enable students to share ideas, convey reasons and reflect on an understanding of the subject matter through various strategies, both oral and written; these, in turn, make their communication skills better.…”

Section: Analysis Of Communication Patterns Based On the Number Of Words Spoken By Teachers And Studentsmentioning

confidence: 99%

“…One of these is to provide quality questions, and feedback to encourage students to answer, argue or ask questions (Biggers, 2018;Matra, 2014). Teacher questions and input in science learning contribute to making learning dialogue; therefore, the learning process feels more meaningful (Jacques et al, 2020;Janah et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Applying Transcript Based Lesson Analysis in Enhancing Communication Pattern between Teacher and Students in Chemistry Classroom

Winarti¹,

Saadi²,

Rajiani³

2021

EUROPEAN J ED RES

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This new method is believed to justify the success of instructional design planned by the teacher. So far, the success of learning design has been reflected in student learning outcomes, even though the learning outcome data are not sufficient to provide an overview of the actual classroom conditions. This study aims to analyse the communication patterns in learning Chemistry using the TBLA method. This research is a descriptive qualitative study that analysed the lesson of Chemical Bonds and Carbon Atoms Characteristics, which were conducted in two Senior High Schools in South Kalimantan, Indonesia. The data were collected using observation and documentation study. The lessons recorded using cameras and camcorders devices were transcribed and analysed using the Excel program based on the number of words spoken by teachers and students and the frequency of keywords in learning chemistry. The data were transformed into graphs. The results showed that analysis using TBLA provided integrated information about communication patterns and classroom quality. In these two classes, communication pattern occurs in Chemistry learning was teacher-student interaction only. The multi-ways transactions pattern has not occurred. The low quality of teacher questions and the incomplete deep learning phase in learning chemistry caused the expected multi-directional transaction communication has not been conducted. The result implies that TBLA is an effective tool to reflect on teacher practices and improve their teaching process for better instructional practices.

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Section: Analysis Of Communication Patterns Based On the Number Of Words Spoken By Teachers And Studentsmentioning

confidence: 90%

Section: Analysis Of Communication Patterns Based On the Number Of Words Spoken By Teachers And Studentsmentioning

confidence: 99%

See 1 more Smart Citation

Applying Transcript Based Lesson Analysis in Enhancing Communication Pattern between Teacher and Students in Chemistry Classroom

Winarti¹,

Saadi²,

Rajiani³

2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

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“…While guiding pupils to construct investigative questions, they utilise various forms of thinking skills, notably being able to state observations made, provide justifications for cause and effect, construct hypotheses, state explanations, construct arguments and evaluate proposals submitted (Chin & Osborne, 2010). In addition, questioning techniques allow pupils to think about a topic using Higher Order Thinking Skills, while giving them the responsibility for problem solving and understanding the content of the lesson (Jacques et al, 2020). Therefore, the development of IQFT in this study is the right choice in guiding pupils to construct investigable questions.…”

Section: Methodsmentioning

confidence: 99%

Facilitating Pupils’ Questioning Skills in Open Inquiry Learning Through an Investigable Question Formulation Technique (IQFT)

Dah

Noor

2021

Journal of Mathematics and Science Teacher

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Open inquiry learning is a pupil-centred approach in which pupils generate investigable questions for the purpose of planning and implementing their own science investigation. However, generating investigable questions is not an easy task and requires a structured approach. Therefore, this study was conducted to improve the practice of a teacher-researcher in developing an Investigable Question Formulation Technique (IQFT) in a Malaysian school. This article attempts to answer the following research question: How can a teacher-researcher develop an Investigable Question Formulation Technique (IQFT) to facilitate pupils in generating investigable questions? IQFT, the intervention introduced in this study, contains eight main steps, which were carried out in two cycles. These steps involved the processes of (i) planning action, (ii) taking action, (iii) collecting and analysing data and (iv) reflecting. Unstructured observations, pictures and pupils' writing were among the data collected. Narrative analysis was conducted, to describe how the teacher-researcher applied IQFT as an approach to facilitate pupils developing investigable questions. Despite pupils being able to formulate investigable questions using IQFT, the teacher-researcher realised that pupils need to be continuously trained in this area. In addition, the teacherresearcher found that teachers need to adapt the educational approach according to the teaching context, to enhance the learning outcomes.

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“…Students can be considered to have understood the problem if they were able to reveal the data that is known and the data requested related to the problem at hand. the ability to uncover data and provide data involves the higher-order thinking skills (Herranen & Aksela, 2019;Hu, Chiu, & Chiou, 2019;Ichsan et al, 2019;Jacques, Cian, Herro, & Quigley, 2019;Ramdiah, Abidinsyah, Royani, & Husamah, 2019;Ramdiah, Abidinsyah, & Mayasari, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

Yayuk

Husamah

2020

Journal for the Education of Gifted Young Scientists

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Problem-solving in mathematics is one of the skills that have to be mastered by elementary school teacher candidates. This study aimed to analyze the difficulties of prospective elementary school teachers at the Universitas Muhammadiyah Malang (UMM) in item problem solving for mathematics. This research was a descriptive exploratory with a qualitative approach. The subjects were elementary school teacher education students at the UMM, who attended the Elementary School Mathematics Learning course II, totaling of 38 students. The instrument used was a mathematical problem based on HOTS, while the interview and observation referred to problemsolving strategies based on Polya's steps (ability to understand problems, ability to plan problems, ability to act based on a plan, and ability to re-check answers). Data analysis was performed by analyzing the written answer sheets of the subjects while coding and grouping the subject's learning styles. The data from the interview and observation were analyzed with content analysis. The results showed that students still experienced difficulties in all Polya's steps. The ability of problem-solving based on Polya's steps include understanding the problem, planning, and writing strategies, as well as carrying out activities according to plan. The results of the study stated that only 5.3% of students were in a good category. Students also have had difficulty in re-checking answers, because only 8% of students did the work correctly. It can be concluded that the ability of problem-solving in Mathematics based on Polya's steps was still relatively weak.

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The Impact of Questioning Techniques on STEAM Instruction

Cited by 17 publications

References 51 publications

Applying Transcript Based Lesson Analysis in Enhancing Communication Pattern between Teacher and Students in Chemistry Classroom

Applying Transcript Based Lesson Analysis in Enhancing Communication Pattern between Teacher and Students in Chemistry Classroom

Facilitating Pupils’ Questioning Skills in Open Inquiry Learning Through an Investigable Question Formulation Technique (IQFT)

The Difficulties of Prospective Elementary School Teachers in Item Problem Solving for Mathematics: Polya’s Steps

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