Questions In Classroom Research Articles

The effects of the quantitative evaluation of the teaching objective in the anatomy classroom to improve the international students' academic ability

Objective To investigate the effect of anatomic quantitative target evaluation of classroom teaching on students' professional knowledge learning ability. Methods Twenty-five international students of 6-year program of grade 2013 were chosen as the experimental group, while twenty-seven Chinese students coming from the same class of grade 2013 and fifteen international students of 6-year program of grade 2012 were chosen as two control groups; quantitative and non-quantitative evaluation were implemented respectively by classroom questions and answers; teaching effects were evaluated by scales in the separation of teaching and examination, by records of answers for in-class questions and by questionnaire survey; SPSS 20.0 was used to make statistical analysis, one-way ANOVA and Kruskal Wallis test to com-pare the scores of three groups of students, P<0.05 indicates statistic significance. Results Compared with control groups, the accuracy of answers for class questions were improved greatly in the experimental group(2/3~ 3/4)vs.(1/2)and(2/3~3/4)vs.(1/2)and the average test scores(80.62±5.93)vs.(79.62±5.93)and(80.62± 5.93)vs.(70.16±6.36)of the experimental group students were higher than control groups, the difference was statistically significant between the control group and the control group(P=0.045). Conclusions Quantitative evaluation of teaching objectives in anatomy class can improve the learning attitude of foreign students and enhance their academic ability. Key words: International students; Anatomy; Bilingual teaching; Teaching objective; Learning ability

The Research on Strategies of College English Teachers Classroom Questioning

&lt;p class="apa"&gt;Questioning is one of the most frequently used strategies in classroom teaching, as well as the most influential teaching skill. It is a useful way for teachers to output information, to convey information and to obtain feedback from students. Teachers can also use it to communicate with their students. Effective questioning in class can encourage students to give relative and complete answers. It can activate students’ thought, develop their recognition and organize the class as well. However, there is little research in teachers’ questioning, especially in which teachers’ questioning and students’ expectations are combined. This study aims to explore the teachers’ questioning characteristics from the following aspects: the types of questions, the ways of answering questions, questioning strategies, the distribution of questions, wait time and feedback in college EFL class. The results may contribute to the teachers’ questioning and the second language acquisition in EFL classrooms; meanwhile it may train students’ language competence and improve the efficiency of teaching quality.&lt;/p&gt;

Question classification taxonomies as guides to formulating questions for use in chemistry classrooms

Teacher questions play an important role in facilitating classroom discourse. Using appropriate question types and proper questioning techniques help to create reflective- active learners. Teacher questions can elicit students’ explanations, elaboration of their ideas and thinking, and they can be used to disclose students’ misconceptions. Despite knowing about the benefits of good questioning, most classroom teachers fail to question their students in ways which go beyond mere requests for explicit, factual information. Several of the question taxonomies developed in the past for classifying teachers’ questions exhibit a potential to serve as guiding frameworks for teachers in formulating and using questions. This paper examines the extent to which existing question classification taxonomies could guide chemistry teachers in developing and using classroom questions. A framework is also suggested to guide chemistry teachers in formulating and using the desired kinds of questions.

The effect of learner age on the interpretation of the nonverbal behaviors of teachers and other students in identifying questions in the L2 classroom

This study investigated how learners’ ages affect their interpretation of the nonverbal behaviors (NVBs) of teachers and other students in distinguishing between questions and statements in the second language (L2) classroom. After watching 48 short video clips without sound in which three L2 teachers asked a question or made a statement with or without gesture, 36 elementary school pupils and 30 university students judged whether they thought the teachers asked a question or made a statement along with their reasons. The findings show that, regardless of learners’ ages, L2 teacher’s gestures were found to help learners better identify questions. Furthermore, the six major types of NVBs used for judgments most frequently were identical across the two age groups regardless of the accuracy of their judgments. Nevertheless, incorrect judgments were made as often and sometimes even more often than correct judgments by applying the same assumptions. The effect of age was evidenced in that the university students were able to use a larger number of NVBs for correct judgments, and better distinguish questions and statements without linguistic information than the elementary school pupils. The data suggest that it is the learners’ (L2) classroom experience that seems to be playing the major role in yielding this difference. The study indicates that adult L2 learners are better able than children to incorporate and interpret NVBs of teachers as well as other students quantitatively and qualitatively.

Classroom Questioning Tendencies from the Perspective of Big Data

We are now living in an era of big data. From the perspective of data analysis of classroom questioning, the paper chooses three districts in City B that have significant differences. These are educationally developed District D, less developed District F, and developing District M. The study uses the stratified sampling method to choose from three different groups of teachers, namely novice teachers, competent teachers, and experienced teachers, by way of video case analysis, the Item Response Theory (IRT) model method, and the inductive and deductive method, to analyze the characteristics of teachers’ classroom questions. It was found that: (1) In terms of open questioning, all three districts with their different levels in educational development need to improve open questioning levels among their experienced primary school teachers. In middle schools, novice teachers’ open questioning tendency is significantly lower than that of qualified and experienced teachers; (2) From the quantitative study of three kinds of tendencies, the lowest level of the three tendencies in the classroom questions is problem-solving; (3) In the three districts, the experienced and qualified primary school teachers in the developing district has a prominent advantage in raising critical and creative questions, while in the middle schools, novice teachers generally have a lower level than qualified and experienced teachers in raising critical and creative questions. The results of the big data analysis enable us to draw a conclusion about teachers’ value orientation regarding questioning in class. At present, they pay attention to the local value of classroom questioning, but ignore the overall value; pay attention to the instrumental value of classroom questioning, but ignore the objective value; and pay attention to the superficial value of classroom questions, but ignore the underlying value.

Making Them Fit: Examining Teacher Support for Student Questioning

Social studies research has long advocated inquiry as a desired instructional practice, but the increasing emphasis on the role students’ questions should play in inquiry requires research into what social studies teachers can do to elevate the place of student questioning in classrooms. This study examined the attitudes and actions of two secondary social studies teachers who self-identified as advocates of student questioning and who desired to incorporate more student questioning into their instruction. This study used qualitative research methods and generated data through multiple interviews and classroom observations with each participant along with content analysis of classroom materials. Findings suggest that even though the participants approached student questioning in unique ways, they shared a need for curricular control, often triggered by the pressures of standardized assessments, which influenced how they incorporated student questioning into their classrooms. This study provides valuable insight into the promise of student questioning and factors that must be addressed if teachers are to incorporate student questioning in ways that foster meaningful inquiry.

海南陵水黎族数学教学现状分析

本文从海南陵水黎族自治县的五所中学课堂教学实际出发，通过发放问卷，从教材的处理、课堂提问、课堂讨论以及对练习处理等方面入手，分析教师在教学过程中如何处理学生在学习上的主体性，是否最大化的健全促进学生的全面发展，开放课堂，培养学生的创新能力。 Based on the classroom teaching practice of five middle schools from Li’s autonomous county in Hainan Lingshui, the paper mainly analyzes how teachers handle students’ subjectivity in their studies during the teaching process, whether their teaching gets the maximal promotion of stu-dents’ overall development and whether they have their classroom open, aiming to cultivate stu-dents’ creativity in terms of questionnaire surveys concerning teaching material processing, classroom questioning, classroom discussion and exercise processing.

Whiteness FAQ: Responses and Tools for Confronting College Classroom Questions

Instructors and students with a critical race perspective are frequently confronted and often marginalized by questions of whiteness in the college classroom. These questions work to reinforce and promote white norms and ultimately white supremacy. This theoretical article and pedagogical tool responds to some frequently asked questions (FAQs) that exude whiteness in the classroom directly, offering critical responses backed by literature, research, and theory. We also respond to the questions subcontextually, naming the assumptions that are embedded in these whiteness questions and deconstructing them. We offer pedagogical strategies for responding to and resisting whiteness in the classroom when whiteness FAQs arise.

The Complexity of Teacher Questions in Chemistry Classrooms: an Empirical Analysis on the Basis of Two Competence Models

With regard to the moderate performance of German students in international large-scale assessments, one branch of German science education research is concerned with the construction and evaluation of competence models. Based on the theory-driven definition of competence levels, these models imply a correlation between the complexity of a question or a problem, its difficulty and the cognitive demands that are required to answer or solve it. The aim of the study was to apply two competence models in order to analyse the complexity of questions that chemistry teachers use to promote learning in class as well as to compare the results of this analysis. Two model-based coding schemes were constructed and evaluated on the basis of interrater reliability before analysing the teacher questions in 40 chemistry lessons. The results show that between 60 and 65 % of the questions refer to low complexity levels. Although there is a considerable correspondence between the results (69.2 %), neither model can be considered as redundant. These findings are discussed with regard to the level and the development of students’ skills in science.

Chinese Students’ English-speaking Anxiety in Asking Questions in the MSc TESOL Classroom

Normal 0 7.8 磅 0 2 false false false EN-US ZH-CN X-NONE This study explores the nature of anxiety in asking questions in class from the perspective of seven Chinese learners of English (ESL), with reference to their self-reflective accounts of emotional difficulties encountered in a UK university setting. Through the use of an in-depth semi-structured qualitative interview format, this study identified the effects, sources, and coping strategies pertaining to these learners’ anxiety in asking questions in class. This anxiety exerts compound effects on respondents with respect to their mind, body and actual speaking performance. A series of factors contributing to this anxiety are reported by respondents, which can be categorised as 1) personal and interpersonal anxiety; 2) learner beliefs about English language learning; 3) role of instructors; 4) students’ personality; 5) students’ educational and cultural background; and 6) time for asking questions. Effective strategies for coping with this anxiety reported by respondents mainly consist of 1) preparation; 2) self-encouragement; 3) peer seeking; 4) relaxation; 5) practice; and 6) ignoring others’ negative evaluations. Recommendations for EFL/ESL instructors mainly concern 1) instructors’ awareness of students’ language anxiety 2) instructors’ attitudes towards students’ questions 3) instructors’ feedback to students’ questions 4) instructors’ classroom management. Recommendations for EFL/ESL learners are almost the same as those strategies respondents reported. This study has enriched the understanding of foreign language anxiety from the perspective of foreign language classroom speaking anxiety in asking questions in class. Future research should check the effectiveness of the coping strategies reported in this study and look into other aspects of foreign language speaking anxiety. st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:普通表格; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.5pt; mso-bidi-font-size:11.0pt; font-family:Times New Roman,serif; mso-font-kerning:1.0pt;}

Display Questions in Primary School EFL Classrooms

From a conversation analytic perspective, this paper explores the use of a teaching move whereby teachers elicit known knowledge and information from students, namely display questions (DQs). The examination of five video-recorded video data collected from Korean primary school English classrooms has shown that the use of DQs can be illustrated by various analytical criteria. This paper particularly discusses how DQs are used to elicit known information during various teacher-fronted activities, with specific regard to the differing import of the elicited information for the completion of an ongoing activity. It additionally discusses what other functions DQs simultaneously perform in various sequential and structural contexts. The paper concludes by arguing that DQs in the given setting are a critical resource for managing teacher-fronted activities and that the exhaustive categorization of DQs is not feasible given the highly context-sensitive nature of the teaching move.

ESL Teachers’ Questioning Technique in an Assessment for Learning Context: Promising or Problematic?

As a crucial feature of assessment for learning (AfL), questioning technique plays an important part in student learning. In an AfL classroom, questioning technique is not merely a pedagogical tool to elicit evidence of students’ understanding but also a means to improve their understanding. Effective classroom questioning underpins AfL; However, research into AfL raises significant doubt about the efficiency of teachers’ questioning during AfL especially in Malaysian primary schools where AfL is still in its infancy. The current study illuminates the process of classroom questioning during AfL in a Malaysian primary school ESL context. This qualitative case study was conducted in a selected primary school around Selangor, Malaysia. Three ESL teachers teaching in the selected school took part in the study. In order to collect data, twenty periods of each teacher’s classroom were observed. Then, interview was conducted with each individual teacher. Interviews and observations were tape-recorded verbatim and transcribed for further analysis. The results indicated that the low-cognitive level of questioning techniques and strategies were utilized by the three teachers. Many findings of this study point to the fact that teachers are still practicing teacher-centered syllabus. The results of the current study showed that the traditional concept of questioning was maintained and classroom questioning did not seem to fulfill the promise of enhancing learner autonomy which is the focus of AfL. The students were not encouraged to ask questions and engage in self-reflection. Many of them were silent oftentimes during classroom questioning and questions were usually answered by a specific group of students or the teachers themselves. Recommendations were made based on the results of the study.

Dynamic Variables of Science Classroom Discourse in Relation to Teachers’ Instructional Beliefs

The current study examines if the occurence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers’ instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through semi-structured interviews and classroom observations. Both qualitative and quantitative methods were used to determine teachers’ instructional beliefs, classroom practices and dynamic variables of classroom discourse. Results showed that teachers were more teacher-centred in their classroom practices than their instructional beliefs. There were no differences among teachers with different instructional beliefs in terms of the frequency of dynamic variables. Implications for education and research were discussed.

The Use of Low-Order and Higher-Order Questions in Mathematics Teaching: Video Analyses Case Study

The aim of this video analyses case study was to compare levels of teacher questioning in mathematics classrooms between two countries (United States and Australia) whose language and mode of classroom instruction is English. Data were collected by analysing the video lessons from the United States and Australia in the Learner’s Perspective Study. Descriptive statistics were used to analyse the data. The findings revealed that in both the United States and Australia, male students were more engaged in questions posed by their teachers as compared to the female students. The overall results showed that male students volunteered, and were called on more to teachers’ questions compared to the female students. There were similarities and differences observed and the striking similarity was the frequently asked low-level questions in the lessons. Furthermore, male students were asked more high level and low level questions compared to the female students. In contrast, there were more students in Australia than in the United States who were asked more than two high and low level questions. The data in this study suggest that gender biased teacher questioning do occur in the Year 8 mathematics classes.

Teacher and Student Questions: A Case Study in Malaysian Secondary School Problem-Based Learning

Problem-based learning (PBL) promotes high order questioning and stimulates student thinking, thus playing an important role in preparing students to face real-world challenges. Yet, PBL is an uncommon instructional strategy in Malaysian secondary school science classrooms. Occurrence of questioning in the traditional spoon-feeding classroom is low. Thus, the PBL model adapted from Barrows has been introduced. This article investigates whether PBL is able to promote high order questioning and thinking in the Malaysian science classroom. A PBL class with 1 teacher and 17 students divided into 4 groups was observed, video-and audio-recorded, and the verbatim were analysed. Questions are categorized into high order, low order, eliciting ideas, and evaluating ideas questions. Findings show that the percentage of student questions is 67.9% while for teacher questions is 32.1%. The amount of student questions per hour is relatively high at 8.2 questions per student. Nearly half of the classroom questions are low order questions (47.9%), such as clarification, verification, concept completion, disjunctive, definition, example, quantification, and feature specification questions. High order questions consist of 16.3%, which include causal antecedent, causal consequence, goal orientation, comparison, enablement, and reflective questions. Eliciting ideas questions raised by the teacher cover 8.8% while evaluating ideas questions by students cover 27.1%. This study shows that the PBL environment promotes active learning, student thinking, and questioning in the Malaysian science classroom. However, student and teacher questions should be enhanced to be at higher order level. Several suggestions to extend low order questions into high order questions are discussed in this paper.

Applying machine learning to analyse teachers' instructional questions

This paper introduces machine learning approaches to a new application in the field of education. More specifically, it explores the effectiveness of three machine learning approaches, namely, k-nearest neighbours, naive Bayes, and support vector machines with term frequency as term selection approach, on the task of evaluating teaching effectiveness by classifying teachers' classroom questions into different cognitive levels identified in Bloom's taxonomy. In doing so, a dataset of questions has been collected and annotated manually with Bloom's cognitive levels. Several steps of pre-processing have been applied to convert these questions into a representation suitable for machine learning approaches. Using the dataset, the performance of the machine learning approaches and the traditional rule-based approach have been evaluated. The obtained results lead to several conclusions: First, machine learning approaches have a superior performance over rule-based approach. Second, the term frequency as a term selection approach plays a crucial rule in the performance of machine learning approaches. Third, SVM shows a superior performance over k-nearest neighbour and naive Bayes which shows a comparable performance in term of F-measure and accuracy. Finally, machine learning approaches show different levels of sensitivity to the number of terms used in question representation.

“Cute Girl in Wheelchair—Why?”: Cripping YouTube

“Cute Girl in Wheelchair—Why?”Cripping YouTube Rachel Reinke (bio) and Anastasia Todd (bio) Hi I’m Kaley! I am trans and proud! I go to Salisbury University to study Social Work, I’m Hispanic, and I have a muscle degenerative disorder called Duchenne Muscular Dystrophy. In November of 2013 I opened up about being a trans girl! Coming out has been a tough emotional roller coaster and I will do my best to overcome those difficulties. I will give it all I’ve got! I made this channel for others that are going through what I’m going through and show them they are not alone. The show is about me trying to become who I am. We will get to see my progress to become Kaley! I hope you can join me in my awesome journey! -Kaley Kutie’s YouTube “About” Page Channels like that of Kaley Vides—better known by her channel title, “Kaley Kutie”—are prime examples of young people using YouTube to (re)create the meanings of commonsense notions—of youth, of gender, and of disability—out of their everyday lived experience. Kaley’s channel includes both informative and “silly” videos, ranging from 6 to 36 minutes long, forming a collective archive that often directly addresses her transgender and disabled subjectivities. In addition to documenting the “journey” of Kaley’s “everyday life,” some of her most-watched videos include question and answer sessions about being transgender and about her particular disability, and among the most popular, “Tip &Tricks: Makeup Tips for Physical Disabled Women.”1 Putting these lived experiences at the forefront of a Disability Studies curriculum can make the classroom an interactive space for action, reaction, and for deeper affective understanding of disabled subjectivities. Kaley, who identifies as transgender and disabled, provides an interesting example of how YouTube vloggers can affectively disorient space online in order to create a physical presence of those who are excluded from normative understandings of “being.” As Kate O’Riordan and David Phillips have noted, the Internet allows us to investigate “the cultural and political economies of places, and the reflexive construction of places and identities” (4). Under close analysis, Kaley Kutie’s YouTube channel allows students to do the work that O’Riordan and Phillips describe. Kaley Kutie’s YouTube channel, and others like it, can be understood as “forms of cultural pedagogy that confront, challenge and redefine knowledge and practice, and mediate altered sensibilities” (Hickey-Moody and Crowley 400).2 [End Page 168] Facilitating such interactions is crucial in classrooms where disability or transgender subject positions often figure as diversity commodities rather than complex identities—if they appear at all. Incorporating YouTube content from Kaley Kutie and other disabled and trans* vloggers, and allowing meaningful interaction to emerge from students’ affective responses to that content, shifts disabled content so that it is intrinsically valued, rather than marginalized as “an instrumental tool for diagnosis and therapy” (Adkins et al. qtd. in Alper 3). Understanding this content from an intersectional perspective also allows that intrinsic value provokes students to see that multiple subject positions affect Kaley’s experiences of the world—and her desire to share them with us. Cripping the Classroom Teaching Disability Studies in the neoliberal academy means recognizing that, as Merri Lisa Johnson and Robert McRuer argue, disability identity has become “part of capitalism’s array of target markets,” where certain forms of knowledge about disability are valued more than others (128). To crip is to uncover and explore the nebulous infrastructure of oppressive systems. Cripping the classroom enables those who teach Disability Studies to participate in a collective troubling, rupturing, and questioning of oppressive knowledges and structures. Pedagogically, this requires an intersectional approach to knowledge creation within the classroom, as well as paying attention to disabled people whose claims to self-representation and whose positions as knowledge-creators have been marginalized. Cripping the classroom questions what kinds of knowledge are valued. In Anastasia’s experience teaching Disability Studies, affect and affective ways of knowing have been a productive tool for cripping the classroom and for “question[ing] what we think we know about disability” (Johnson and McRuer 130). Attention to affect “creates space for embodied...

The Investigation Research of Mathematics Classroom Questioning in Junior High School

Through quantitative analysis of two math classroom videos, combined with the relationship between types of teachers' questioning and students' answering, it is concluded the following problems are in the mathematics classroom teaching: (1) The time of teachers' questioning is longer, the number is too much, with managerial questions and prompting questions is given priority to; (2) Teachers' questioning time is longer than students' answering time, comprehensive answer is more, creative answer is little; (3) In the classroom questioning, students' participation is low; and (4) There is a significant correlation between types of teachers' questioning and length of waiting time after questions. In response to these phenomena, we propose strategies as follows: pursuit of timeliness of classroom questioning, reducing inefficient questions, to increase efficient questions, adopting different waiting strategies for different questioning types, to mobilize students' thinking activities, and improving students' participation etc.

The Research on the Teaching Model of Operations Research

Operations research courses teaching process often prone teaching purposes is not clear enough, is not quite appropriate choice of teaching content, teaching methods are not flexible enough, and less use of the computer and the network means, not suited with modern management. Departure from operations research teaching characteristics for students the logistics thinking skills, practical application ability and practical ability to cultivate and improve the use of Case Method, interesting teaching methods, computer "partner" pedagogy of these three kinds of teaching methods and classroom questions Lesson assignments, to adapt arrangements quiz three teaching control means. Will overcome the problems and shortcomings of operations research teaching process, for management class operations research teaching reform ideas..

Analyzing the Cognitive Level of Classroom Questions Using Machine Learning Techniques

Questioning is widely acknowledged as an effective instructional strategy used by teachers in their interaction with students for variety of purposes. In educational practices, the analysis of classroom questions asked by teachers is of particular benefits. This paper investigates the effectiveness of machine learning techniques on analyzing teacher's classroom questions by automatically classifying them into different cognitive levels identified in Bloom's taxonomy. More specifically, this paper reports on three of the most effective machine learning techniques for text classification: k-Nearest Neighbors, Naïve Bayes, and Support Vector Machine using term frequency as a term selection approach. In doing so, a dataset of questions has been collected and classified manually into Bloom's cognitive levels. Preprocessing steps have been applied to convert questions into a representation suitable for machine learning techniques. Using this dataset, the performance of the three machine learning techniques has been evaluated. The results show a comparable performance of k-Nearest Neighbor and Naïve Bayes and a superior performance of Support Vector Machine in term of F1 and accuracy. Moreover the results also indicate that machine learning techniques show different levels of sensitivity to the number of terms used for question representation.