Chemistry Teacher’s Questions at Multiple Representation Levels in Inquiry-Based Chemistry Lessons

Abstract

Inquiry teaching provides teachers with ample opportunities to question at multiple levels of representation as such teachers should be encouraged to apply it in chemistry teaching. This article explores teacher’s question in inquiry-based chemistry lessons. Twenty three chemistry secondary school teachers had participated in this study. An observation instrument, Observation Instrument in Inquiry Teaching through Verbal Interaction (OIITVI) used in this study was developed based on previous classroom observation instruments. Semi-structured interviews were carried out further understand teacher’s questioning practices. Data were analysed quantitatively and qualitatively in order to explain teachers’ questions at multiple representation levels of chemistry (macroscopic, submicroscopic and symbolic). Findings showed that most teachers’ questions were at macroscopic level (50.66%). These questions were mainly closed-ended which requires cognitive-memory or convergent thinking. The most common sequence after teacher’s questions were followed by another question by the teacher again, 6.57%. In conclusion, teaching chemistry should involve three levels of chemistry representation (macroscopic, submicroscopic and symbolic) since the nature of chemistry consists of abstract concepts. Hence, chemistry teachers should ask more open-ended questions, emphasize these three levels of representations equally, integrate the three levels of representation in their questioning session and practice wait-time in teaching chemistry.