THE IMPACT OF ELSTGEEST AND ALFKE’S QUESTIONING MODEL WITH MANIPULATIVES ON PHYSICS STUDENT TEACHERS’ ABILITY TO GENERATE PRODUCTIVE QUESTIONS
Journal Title: Problems of Education in the 21st Century - Year 2013, Vol 54, Issue 6
Abstract
Question-asking is a basic skill required for the development of students’ thinking. However, the way in which physics teachers conduct laboratory activities do not usually stimulate student thinking by asking productive questions. This study addressed this concern by investigating the physics student teachers’ ability to generate productive questions using the Elgeest’s and Alfke’s questioning model with a set of manipulative learning (EAM) strategy. The manipulative consisted of simple electrical components that could be explored and manipulated. The study investigated if there was a difference in student teachers’ productive questions in terms of number of questions in each category and level of thinking between before and after a lesson using EAM strategy. A further purpose was to fnd out students’ thought regarding their experiences using the EAM strategy in generating productive questions. A total of 34 Third Year undergraduate physics student teachers took part in the study. They worked in a group of 3-4 to discuss and construct questions before and after the instruction. Student teachers’ generated questions and written reflections were used as data collection methods. Questions were analyzed and classifed according to Dillon’s (1984) classifcation of questions: properties, comparisons, and causal relationships. It was found that before learning using the EAM strategy, student teachers tended to ask questions of the properties category. In contrast, students tended to pose causal relationship-type questions following instruction with the EAM strategy. Overall, the students indicated that the EAM strategy had increased their ability to generate productive questions at higher categories and cognitive levels. Physics teachers who conduct laboratory activities could use the EAM strategy to lead students in the generating productive questions that foster their thinking.
Authors and Affiliations
Nyet Moi Siew, Sopiah Abdullah
Keywords
Related Articles
- EP ID EP35274
- DOI -
- Views 290
- Downloads 0
THE SYSTEM OF EVALUATION OF STUDENTS’ ACHIEVEMENTS AS AN IMPORTANT COMPONENT OF UNIVERSITY EDUCATION
In the paper a methodical system of checking the level of achieving educational goals at the university is presented, and some its practical features are characterized. Construction of the evaluation system requires defi...
RANKING OF SECONDARY SCHOOLS AND STUDENTS IN NATIONAL EXAMINATIONS: THE PERCEPTION OF TEACHERS AND STUDENTS
The aim of the study was to investigate the teachers’ and students’ perception of ranking schools and students in national examinations. A descriptive survey design was used and secondary schools in Kakamega south distr...
DEVELOPING PSYCHOPEDAGOGICAL AND METHODICAL COMPETENCES IN SPECIAL / INCLUSIVE EDUCATION TEACHERS
In a general sense, competence represents a higher fnality which ensures the transfer of acquired theoretical knowledge to effective teaching practices. In the teaching profession, there are three types of competences:...
APPROACHING A WRITTEN DISCOURSE
The article frstly discusses cultural differences between Western and Central European cultures as far as the academic register is concerned. Moreover, the fact why Czech students have a lack of experience in writing i...
PRE-SERVICE MATHEMATICS TEACHERS’ KNOWLEDGE OF MATHEMATICS FOR TEACHING: QUADRATIC FUNCTIONS
Many researchers and education stakeholders in South Africa point to the need to develop teachers' personal knowledge of the mathematics concepts that they teach to their learners. In this research study we explore the u...