Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

Abstract

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.

Penyoalan Lisan Guru dalam Pembelajaran Sains Berasaskan Inkuiri

“…Walaupun sering kali guru digalakkan untuk mengetengahkan pembelajaran berpusatkan pelajar secara konstruktivisme (Kementerian Pendidikan Malaysia, 2013), tetapi penyoalan lisan guru masih kekal sebagai bahagian penting dalam membimbing proses inkuiri pelajar. Kebanyakan soalan yang ditanya guru berbentuk fakta dan ulang kaji (Eshach et al 2014;Biggers, 2018) dan guru cenderung menyoal soalan jenis tertutup (Korkmaz, 2009), soalan berbentuk aras rendah iaitu sekadar mengingat dan memahami, tetapi sangat sedikit soalan memfokuskan kemahiran menganalisis, mengaplikasikan dan mencipta (Hiltunen et al, 2021;Muhammad Sofwan & Md. Yunus, 2019).…”

“…Tambahan itu, aktiviti soal jawab antara guru dan murid telah dikenal pasti menjadi kayu pengukur terhadap kejayaan dalam proses pengajaran pada alaf ini (Hiltunen et al, 2021). Dalam hal ini, aktiviti soalan lisan menyumbang peranan yang besar dalam merangsang minat dan motivasi pelajar untuk terlibat secara aktif dalam aktiviti pembelajaran apabila respon dua hala antara guru dan pelajar berlaku (Chin, 2007b;Sofwan Mahmud et al, 2018).…”

“…Untuk di peringkat sekolah rendah, penyoalan lisan guru amat penting memandangkan pelajar berusia 7 hingga 12 tahun masih memerlukan bimbingan dan penerangan jika dibandingkan dengan pelajar sekolah menengah. Bilangan soalan guru sekolah rendah lebih banyak semasa pengenalan, manakala guru sekolah menengah bertanya dengan ketara lebih banyak soalan semasa peringkat pentaksiran (Hiltunen et al, 2021). Sebagai perbandingan, Lee dan Kinzie (2012) mendapati bahawa guru bertanya lebih banyak soalan terbuka semasa eksperimen sains untuk menggalakkan pelajar meramal dan menaakul.…”

“…Sebagai perbandingan, Lee dan Kinzie (2012) mendapati bahawa guru bertanya lebih banyak soalan terbuka semasa eksperimen sains untuk menggalakkan pelajar meramal dan menaakul. Mereka perlu diberikan soalan-soalan lisan yang membangkitkan rasa ingin tahu, menarik minat dan juga menggalakkan pembenihan idea, pemahaman, pengalaman dan perkongsian pendapat peribadi (Hiltunen et al, 2021;Khairuddin, 2020;Oliveira, 2010).…”

Oh Deer … Practicing Scientific Inquiry and Data Literacy through an Authentic Gazelle Data Set

“…Nonetheless, closed-ended, teacher-led, and recitation questions still dominate classrooms. Even in the context of inquiry, student biology teach-ers have been found to ask mainly questions about facts and definitions of concepts (Hiltunen et al, 2021).…”