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

Abstract

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.

Learning Biology through Thinking Empowerment by Questioning: The Effect on Conceptual Knowledge and Critical Thinking

“…This study used a quasi-experimental design with the pre-test-post-test non-equivalent control group (Creswell, 2014). We vary the teaching methods, which include Thinking Empowerment by Questioning (TEQ) (Amin et al, 2019;Hariyadi et al, 2018;Kristiani et al, 2015;Saputri̇ & Corebi̇ma, 2020), problem-solving (PS) (Pólya, 1971), and conventional strategy (CS) (Suwono et al, 2021). CS is a teaching strategy commonly used in schools (Irnidayanti et al, 2020).…”

“…The teacher assigns students to present their work on the worksheet. (adapted from Amin et al, 2019;Hariyadi et al, 2018;Kristiani et al, 2015;Saputri̇ & Corebi̇ma, 2020).…”

“…In this study, we tested one of active learning, Thinking Empowerment by Questioning (TEQ). TEQ is an active learning strategy that emphasises empowering thinking through questions in biological teaching (Amin et al, 2019;Hariyadi et al, 2018;Kristiani et al, 2015;Saputri̇ & Corebi̇ma, 2020). In this strategy, students work earnestly to engage in the given questions, improve CT (Thompson, 2018), and encourage students to construct knowledge (Aguilera & Perales-Palacios, 2020).…”