Teachers' Questioning Techniques in Advanced Level Chemistry Lessons: A Tanzanian Perspective

Autor/inn/en	Kira, Ernest; Komba, Sotco; Kafanabo, Eugenia; Tilya, Frank
Titel	Teachers' Questioning Techniques in Advanced Level Chemistry Lessons: A Tanzanian Perspective
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 12, Artikel 5 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Questioning Techniques; Advanced Courses; Chemistry; Foreign Countries; Thinking Skills; Learning Motivation; Secondary School Curriculum; Classroom Observation Techniques; Interviews; Teaching Skills; Teaching Methods; Teacher Attitudes; Student Attitudes; Knowledge Level; Educational Practices; Tanzania + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Fortgeschrittenenunterricht; Chemie; Ausland; Denkfähigkeit; Motivation for studies; Lernmotivation; Interviewing; Interviewtechnik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Wissensbasis; Bildungspraxis; Tansania
Abstract	This study investigated the extent to which teachers' questioning techniques and the way teachers handled students' responses facilitated students' learning and promoted their thinking skills. The study focused on three secondary schools in Dar es Salaam. The data collection process involved classroom observations during chemistry lessons and interviews of 10 chemistry teachers. The findings showed that 80% of the observed teachers had a moderate ability in using questioning techniques to measure students' understanding. The interesting observation in all schools was that teachers interacted frequently with active students and bothered less to involve the least active ones. Moreover, above 80% of all teachers had problems of promoting students' thinking by maintaining a balance between the open- ended and close-ended questions or between convergent and divergent questions. Also, the teachers indicated severe weaknesses in guiding classroom discussions through effective questioning as their abilities in probing were low. Thus, in-service program for these teachers may improve their classroom questioning behaviour. (Contains 4 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10