NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1107828
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-2301-251X
Question Classification Taxonomies as Guides to Formulating Questions for Use in Chemistry Classrooms
Festo, Kayima
European Journal of Science and Mathematics Education, v4 n3 p353-364 2016
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.
European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A