Questions In Classroom Research Articles

Ways of questioning, ways of gesturing: how teachers elicit different ways of students’ thinking in elementary science classrooms

ABSTRACT Questions and gestures used in pedagogical contexts have each received considerable attention. However, rarely have studies focused on the relationship between questions and gestures and what this relationship may mean for pedagogical practice and the development of higher-level thinking. Drawing on previous research into the cognitive levels of questions and gestures, this study addresses this issue through focusing on the type of gestures used when teachers ask questions in elementary science classrooms. Participants were two Grade One science teachers, and video recordings constitute the major data sources. The study is primarily qualitative, with frequency analyses conducted to analyse the cognitive levels of questions and the cognitive distribution of gestures in the questions. The results show that elementary science classrooms are dominated by low cognitive level questions, which reflects a direct instruction teaching method. However, the use of higher cognitive level questions suggests that teachers use some learner-centred approaches to challenge and encourage students for deeper levels of thinking. Overall, there is a correspondence between the cognitive levels of questions and of gestures, e.g. LCL gestures are most commonly distributed in LCL questions, although variations in the specific use of gestures in each type of question exist. This research contributes to the understanding of the interplay between questions and gestures within the elementary science teaching-learning context, and has implications for science teachers and teacher educators to consider the relationship between cognitive levels of gestures and questions and its role in developing higher-level thinking in elementary science pedagogy.

The Research on Constructing Coding for Junior High School Mathematical Wisdom Classroom Teaching Behaviors based on Nvivo 11

This study is based on the characteristics of junior high school mathematics teaching. Combining the Flanders Interaction Analysis System with other improved tools, the research has redesigned the observation indicators and observation forms, covering three aspects: teachers, students, and teaching interactions. Adopting the dual coding proposed by Wu Xiaopeng, the focus is on teaching behaviors such as classroom questioning, answering, feedback, and board work, facilitating in-depth analysis. With the support of Nvivo11 software, a comprehensive teaching behavior coding system has been established, providing effective methods and support for the construction of intelligent mathematics classrooms in junior high schools.

Strategies for enhancing Chinese students' engagement in a large class learning environment: An interpretative phenomenological approach

AimIt is common for Chinese students to sit quietly during classroom lectures, attentively following teachers’ instructions without interacting or asking questions, viewed as passive engagement. This study aims to understand further the passive engagement of Chinese students in relation to classroom questioning, just-in-time feedback and collaborative activities. With objectives to formulate strategies to enhance Chinese students' engagement in a large class learning environment without undermining the cultural dimension of "face". BackgroundEngaging in collaborative educational activities between teachers and students can be challenging in a large classroom learning environment. Within the Chinese context, Confucian-heritage culture may further exacerbate the challenges teachers face. Chinese students often appear passive when responding to questions. In this situation, educators may receive insufficient student feedback to modify and optimise their teaching and learning approaches. DesignA qualitative research method, with an interpretative phenomenological approach was employed in a self-financed institute of higher education in Hong Kong. MethodsEight nursing graduates were invited to participate in two focus group interviews to generate teaching and learning strategies. In addition, individual in-depth interviews were conducted with twelve nursing teachers recruited through a snowballing sampling strategy. The narratives were coded, categorised, themed, analysed and interpreted through thematic analysis. ResultsChinese students are concerned with "losing face" and the fear of being teased by their peers in a collectivist culture. Based on these findings, three teaching and learning strategies for engaging students in classroom questioning and collaborative activities were generated. These strategies include using digital learning platforms, the promotion of communication and fostering interpersonal relationships. ConclusionsIn higher education, academic managers and teachers must critically reflect on teaching and learning strategies tailor-made to different cultural and contextual settings. Collaborating on pedagogical reforms can provide solid guidance and insight on implementing student-centred learning for Chinese students in large class learning environments while respecting the cultural dimension of "face".

Preservice science teachers’ self-regulation of teaching while planning and enacting classroom questions: a cross-case analysis

ABSTRACT This multi-case study investigated preservice science teachers’ (PSTs) self-regulation of teaching. The participants were three secondary PSTs representing high, intermediate, and low abilities in self-regulated learning. The data came from classroom materials, classroom observations, classroom audio recordings, and semi-structured interviews. Findings showed that all three PSTs aimed for more student engagement in answering classroom questions, with the two more proficient self-regulated teachers engaging more of their students in answering questions. The PST who was best at self-regulating planning questions was also best at enacting questions. Similarly, the PST who was best at self-regulating planning and enacting questions asked a greater number of higher-level cognitive questions. Furthermore, the PST who asked the lowest number of higher-level cognitive questions was not effective at self-monitoring and self-evaluation and was less willing to enact strategies she had learned. This study illustrated the potential to improve PSTs’ questioning competency by fostering their self-regulated learning skills.

Research Proposal on Teacher Questioning and Classroom Interaction in Chinese University EFL Classrooms

This research proposes to investigate the correlation between teacher questioning strategies, classroom dynamics, and student engagement in Chinese university EFL (English as a Foreign Language) settings. The proposed research will draw upon mixed methods approach using both quantitative and qualitative analyses including classroom observation, questionnaires, focus group interviews with students and semi-structured interviews with teachers, a kind of methodological triangulation. By addressing the impact of questioning methods on student participation and interaction, this study aims to offer insights into enhancing instructional practices and fostering a more engaged and participative learning environment.

The role of language on assessment outcomes: an analysis of calculation and explanation questions in science classrooms

This study investigates the impact of the language of instruction on assessment outcomes by comparing students’ test performance in English (EMI) and Japanese Medium Instruction (JMI) courses. Data were collected from a university in Japan offering parallel Chemistry courses in Japanese and English as part of the same undergraduate curriculum. A mixed-methods approach was employed, with the quantitative analysis of pre-test and post-test scores of 28 EMI and 29 JMI students and the qualitative analysis of interviews conducted with eight EMI and six JMI students. The results revealed that EMI students underperformed significantly on explanation-oriented questions compared to JMI students, while there was no difference between the groups for calculation-oriented questions. When controlling for students’ pre-test scores, the group differences remained significant for explanation-oriented questions but not for calculation-oriented questions. Findings also demonstrated a significant interaction between question type and group, indicating a substantial impact of the language of instruction on the test performance of EMI students compared to JMI students. The qualitative data highlighted the unique language-related challenges EMI students encountered when learning Chemistry. These findings highlight the need for diverse and fair assessment methods in EMI programs to ensure language proficiency does not disproportionately influence students’ test performance.

Students’ Perspectives on the Use of Teacher Questions to Promote Critical Thinking in EFL Classrooms

In the age of AI, critical thinking skills have proven indispensable for students to achieve a competitive edge and high employability. Theoretically, teacher questions play an important role in fostering this thinking ability during classroom interaction. In reality, nevertheless, classroom questions are predominantly low-cognitive, rarely paying way for any development of critical thinking. In this regard, the purpose of the study is to shed light on how students view the use of questions in developing critical thinking, and their perspectives on useful support to answer high-ordered questions. The study involved seventy English-majored students at Van Lang University. Given the purpose of the study, quantitative research was used to collect data about students’ perspectives through a questionnaire. The results showed that most students held positive attitudes toward using high-ordered questions, and they acknowledged the benefits these questions offer. In terms of suggestions, they highly valued a comfortable learning environment and group discussion as the most useful support.

Problems in Process Evaluation Education in Universi-ties and Suggestions for Improvement Measures - Taking Baotou Teachers College as an Example

Process evaluation is a relatively scientifc evaluation model, but it cannot adapt to lower level undergraduate institutions such as Baotou Teachers College; In the process of implementing process evaluation in Baotou Teachers College, there are many problems in class-room questioning, group teaching, and daily homework; Suggestions for improvement include reducing classroom questioning, following voluntary teaching, scientifcally arranging homework, and enhancing the power of teachers.

Investigating students’ attitudes toward student questioning in EFL classrooms: Insights from a mixed-method study

Investigating students’ attitudes toward student questioning in EFL classrooms: Insights from a mixed-method study

The Effectiveness and Strategy of Classroom Questioning by Middle School English Teachers

The Effectiveness and Strategy of Classroom Questioning by Middle School English Teachers

TEACHER QUESTIONING ON STUDENTS’ CRITICAL THINKING ABILITY IN HIGH SCHOOL ENGLISH READING

Critical thinking is an important part of thinking ability. Teachers’ questions in English reading classrooms affect the quality of reading teaching and play a key role in cultivating and developing students’ critical thinking. There is a certain positive impact on students' critical thinking. However, in the current high school English reading teaching in China, most teachers lack attention to the cognitive level of questioning, and the number of questions with high cognitive level is relatively small. Teachers lack the awareness of using classroom questions to stimulate students' thinking, which is not conducive to cultivating and developing students' critical thinking. (1) How does teacher questioning affect students' critical thinking tendency in high school English reading teaching? (2) How does teacher questioning affect students' critical thinking skills in high school English reading teaching? (3) What is the impact of teachers' questions on students' English reading performance in high school English reading teaching? In response to these problems, this study classifies and designs teacher questions based on Bloom's cognitive target classification, and applies teacher questions to English reading teaching based on constructivism theory and zone of proximal development theory. Using empirical research methods to explore the impact of teacher questioning on students' critical thinking and the effectiveness of cultivating students' critical thinking in high school English reading teaching, with a view to the design of questions in front-line English teachers' reading teaching and the cultivation of students' critical thinking for reference.

AUTOMATIC EVALUATION OF QUALITY OF EXAMS' QUESTIONS WRITTEN IN ARABIC LANGUAGE BASED ON BLOOM’S TAXONOMY: A SURVEY

Most countries of the world are making great efforts in educational reform processes, and they have established quality departments, which have played a major role in the education reform process in first world countries and also in some developing countries, as it is one of the main pillars of the new management model to keep pace with international and local changes. The studies in the field of Blooms taxonomy in Arabic Language is very rare. However, there is a number of rich different studies conducted in English language using Bloom taxonomy classification of questions. The written exams questions are the most important tool in use among the evaluation tools that teachers use in universities or schools, and that importance increases when the results of those exams indicate that there is a shortage or lack of production, or that there are shortcomings or weaknesses in the production. Previous studies dealing with research on types of teachers’ Questions and mainly the analysis of final exam questions, classroom questions or textbook questions. Also there is a number of studies have applied Bloom’s taxonomy to automatic text classification in English language. The materials being classified, features and classifiers used in these studies are summarized below

Mampu Memilih Dan Menentukan Bahan Pembelajaran

Basically, learning is a process carried out by teachers and students to create changes in the behavior of individual students. Changes that occur as a result of learning can take place in various forms, such as skills, habits, attitudes, acceptance, or appreciation, which include aspects of self-state, knowledge, or individual actions. In line with professional responsibility as a teacher, it is important for them to always prepare everything related to the learning program in carrying out learning activities. This assessment aims to find out the ability to choose and determine learning materials. This is a challenge for both teachers and learners. The research method applied in this paper is a qualitative method, suitable for investigating conditions or situations in an educational context. The literature study approach is used to collect information from various sources such as books and journals, which aim to support and complement the discussion. This objective must be in line with the competency standards and basic competencies that learners want to achieve. Therefore, the selected learning materials must really support the achievement of the basic competency standards and indicators that have been set. In the selection of learning materials, it is necessary to consider the type, scope, sequence, and way of presenting the material. Success is influenced by factors such as learning structure, student motivation, teacher expectations, classroom questions, and time optimization Finally, the discussion of character education includes the selection of a character education model that suits the school situation and delivery methods that are in line with the model. Methods such as modeling, active student participation, democracy, co-discovery, and hands-on learning are described as ways to deliver character education to students.

Design of Reading Question Chain in High School English Teaching Based on the Cultivation of Thinking Quality

The English Curriculum Standards for Compulsory Education (2022) clearly states that English curriculum design should play a leading role in core competencies. As one of the core competencies, thinking quality reflects students’ levels and abilities in understanding, analyzing, comparing, inferring, criticizing, evaluating, and creating. The cultivation of thinking quality helps to enhance students’ ability to discover, analyze, and solve problems. The English reading class is an important place to cultivate the thinking quality of high school students, and classroom questioning is a key link in the reading classroom. This study will explore the design of question chains in high school English reading to cultivate students’ thinking qualities. The research question of this study is to explore the development status of students’ thinking quality in current high school English reading teaching and the impact of problem chain teaching on their cultivation. This study will use various research methods, such as questionnaire survey and interview, to study the changes in students' thinking quality before and after problem chain teaching. Research has shown that question chain teaching has a certain promoting effect on students’ thinking quality. This study can provide reasonable suggestions for future English reading teaching. In future research, exploring how to use problem chain teaching to cultivate students’ thinking qualities in high school English listening teaching has practical significance.

Communicating Your Way Through Clashing Cultures

This article examines the handling of Socially Acute Questions (SAQs) in the English language classroom. SAQs have been described as complex and controversial issues that are considered acute in society, in research and professional domains, and in educational contexts. Although intercultural communicative competence (ICC) is being encouraged by our educational authorities, teachers feel at a loss as to how to achieve that learning outcome in their teaching-learning units (TLUs). Many of them have encountered problems and even conflict when trying to deal with SAQs. Even though they are struggling with a sense of frustration, they continue to consider that addressing such issues in their TLUs is key to 21st-century education. In this article, a customizable toolbox is proposed that second language (L2) teachers can draw from to foster and facilitate constructive intercultural dialogue when dealing with SAQs in their increasingly diverse English language classrooms. It starts off with a literature review providing perspectives on SAQs from transdisciplinarity, Social and Emotional Learning (SEL), and the Pedagogy of Encounter. It continues with an introduction to safe spaces, brave spaces, and story circles, as well as an overview of relevant concepts from cross-cultural pragmatics. The methods section then gives a detailed action-research-driven account of a racist incident that occurred in the author’s intervention group, a conversation class at the language institute of Université catholique de Louvain (UCLouvain), Belgium. Drawing from the literature review as well as the case study, and in the absence of institutional support to handle SAQs appropriately, the article concludes with a proposal for a customizable SAQs toolbox, meeting the stakeholders’ (the L2 learners’ and teachers’) academic expectations as well as emotional needs. Little or no work has been done so far on how to deal with SAQs in tertiary education. The actionable roadmap proposed in this article tries to bridge that gap. Even though the case study focuses on racism in the English language classroom, the customizable toolbox can be adapted across languages, academic disciplines, and other forms of discrimination.

Transformation of questioning subjects in high school English classroom under the thinking quality

Classroom questioning is an important way to develop students' thinking ability. For a long time, high school English teachers have occupied the right to ask questions in the classroom, preventing students from becoming the main body of classroom questioning, making it difficult to cultivate and improve the students' thinking quality. It is of great significance to change the subject of classroom questioning from teachers to students. Under the perspective of classroom questioning, various strategies should be adopted to realize the transformation of classroom subject and the implementation of the core literacy of the English discipline.

“Feel free to ask”: Nudging to promote asking questions in the online classroom

Asking questions is vital for learning, yet students seldom exhibit this behavior. Given the increasing presence of online classrooms in tertiary education, it is much needed to examine ways to encourage students to ask questions and increase their engagement. Despite the critical role of asking questions to enhance learning, little is known in research on promoting this behavior. Therefore, in this paper, we empirically tested the effect of nudging – a novel approach in education consisting of subtle interventions to change behavior – in online classrooms in tertiary education on question asking behavior, student engagement, and grades. In Experiment 1 (n = 1011), the teacher's virtual background prompted questions (prompt nudge), while in Experiment 2 (n = 449), the teacher set a goal for the students to ask one question per session (goal-setting nudge). We found a trend towards a positive effect of the prompt nudge on questions, but not on grades. Exploratory analyses revealed this was driven by students who already asked many questions. We found no effect of the goal-setting nudge on any measure, nor any effect in either experiment on student engagement. The findings demonstrate that the prompt nudge can be a possible useful and easy to implement tool to encourage questions in the online classroom.

English Instructors’ Use of Classroom Questions and Question Types in EFL Classrooms

The aim of this study was to identify the degree to which English teachers apply classroom questioning skills from the point of view of English teachers in the Saudi context. I used a descriptive approach in this study and video recordings and questionnaires to collect data. The questionnaire consisted of three axes (skills for formulating classroom questions, skills for asking classroom questions, and skills dealing with students’ answers). The sample was 160 English teachers from intermediate government schools. Video cameras recorded English as a foreign language (EFL) teachers’ explanations and all the questions they asked in their classrooms. The study findings showed that most EFL teachers apply the various skills related to classroom questions. First, they use skills for dealing with student’s answers. Second, they use the skill of formulating classroom questions. Finally, they practice asking classroom questions. The findings further revealed that the majority of Saudi English teachers tend to use closed, lower-order, and display questions often in their classrooms. By contrast, the results showed that they seldom used higher-order, open-ended, and referential questions in EFL classrooms.

THE EFFECTS OF QUESTIONING AS PRE-READING ACTIVITY ON EFL GRADE 12 STUDENTS’ CRITICAL THINKING IN READING CLASSES IN KIEN GIANG, VIETNAM

<p>Research has indicated that questioning is used as an interactive way to engage students in learning English as a foreign or second language. In particular, rooted in Socratic philosophy, this strategy involves students in thinking and communicating ideas and knowledge to others for effective learning. However, teacher questioning in English classroom context in higher education in Viet Nam has not received much attention. Moreover, classroom questioning and teachers’ perceptions of this instructional practice facilitating students’ critical thinking in English major classes remained scarce. Therefore, this study aims to investigate the effects of questioning as pre-reading activity on students’ critical thinking in EFL reading classes. The participants in this study were 80 grade 12 students of the two classes at a high school, in Kien Giang province. Data collection in this study includes pre-tests, post-tests, questionnaires, and interviews. The findings from this study indicate that the implementation of questioning as a pre-reading activity by students in the experimental group yielded positive effects on students’ critical thinking in reading classes. Pedagogical implications for teachers and school administrators are made.<strong> </strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0059/a.php" alt="Hit counter" /></p>

On the Ways to Improve the Effectiveness of Classroom Questioning

On the Ways to Improve the Effectiveness of Classroom Questioning