Emerging Model of Questioning through the Process of Teaching and Learning Electrochemistry

Abstract

Verbal questioning is a technique used by teachers in the teaching and learning process. Research in Malaysia related to teachers' questioning in the chemistry teaching and learning process is more focused on the level of the questions asked rather than the content to ensure that students understand. Thus, the research discussed in this paper is intended to explore in-depth the types of questions posed by teachers when teaching electrochemistry. This topic was chosen as it is categorized as a difficult topic by both students and teachers. This research employed qualitative techniques in exploring teachers' verbal questioning during the teaching process. Participants included five teachers teaching Chemistry Form 4 (Grade 10). The data were collected through non-participant observations and verbatim recordings during the teaching and learning process. The findings indicate that the types of teachers' verbal questions when teaching electrochemistry can be categorized in two main areas: content and management questions. Content questions could be sub-divided into five sub-categories: linking questions, questions based on process, comparison questions, questions based on students' observations, and questions based on terminology. As for the management questions, they consisted of four sub-categories: questions for probing, monitoring, and motivation as well as bilingual questions. The data analysis also showed that the content and management questions are complementary as both types are needed in the verbal questioning process during the teaching and learning of electrochemistry.

Questioning as an Effective Tool to Enhance Students´ Interaction in the English Classroom

“…Another characteristic of this group of questions is that they are lowlevel questions that do not promote interaction; consequently, they do not enhance students´ thinking skills. These questions are known as recalling questions (Gall, 1970), display questions (Wangru, 2016;Al-Zahrani & Al-Bargi, 2017, or classroom management questions (Iksan & Daniel, 2015;Tamas & Wang, 2017). On the other hand, the second group includes questions whose main goal is to promote interaction and to enhance students´ thinking skills (Wangru, 2016).…”

“…Actually, teachers use questioning every day for many purposes, such as to enhance classroom interaction (Harvey & Light, 2015;Rahman & Mahud, 2016;Wangru, 2016;Al-Zahrani & Al-Bargi, 2017), to assess students´ performance (Fries-Gather, 2008;Rahman & Mahud, 2016), to facilitate critical thinking, writing ability, reading comprehension, subject matter learning, and metacognitive skills (Davoudi & Sadeghi, 2015). All the purposes of proper questioning improve the quality of classroom teaching (Iksan & Daniel, 2015;Rahman & Mahmud, 2016) and enhance students´ communicative competence and overall abilities in second language learning.…”

“…Teachers are the ones who are always talking during the instructional process (Wangru, 2016;Tamas & Wang, 2017), and one of the features of teachers´ talk is to ask questions. Iksan and Daniel (2015) state that teachers can ask up to 80 questions in a one-hour teaching session. According to Tamas and Wang (2017), teachers ask 93% of the questions posed in class.…”

Learning Demand and Classroom Discourse Design Tools to Improve Students’ Conceptual Understanding of the Nature of Electrolytes

“…Classroom discourse is described in many versions with similar purpose which is to develop students' communicative skills in science learning (Cazden, 2001;Cazden & Beck, 2003;Schegloff, 1978;Lemke, 1990;Mortimer & Scott, 2003;Scott, Mortimer, & Aguiar, 2006). Iksan and Daniel (2015) mention that verbal questioning techniques are crucial in teaching and learning science. They find that the types of teachers' verbal questions when teaching electrochemistry can be categorised into content and management questions.…”

Implementation of Oral Questioning in Assessing Student Learning In Mathematics Teaching In Primary Schools

“…The use of oral questioning as a technique in performing an assessment, especially in the classroom, is seen as an important matter due to its use, which strongly correlates with the teaching process (Wong, 2015). This indirectly illustrates that oral questioning is widely used in the teaching process, and it certainly has its role in ensuring that a learning objective can be achieved (Mahmud et al, 2020c).Besides, Iksan and Daniel (2015)stated that oral questioning plays a role as a measuring stick in the teaching process and also student learning. Through oral questioning in formative assessment, teachers will be able to find out a variety of information from students to be used as data to improve the quality of teaching and student learning (Cauley & McMillan, 2010).…”