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Just as an artist mixes different colors to develop various tones and hues, a science teacher uses several methods of teaching to develop various objectives.
OPEN QUESTIONS - One that pupils recognize can have many acceptable answers.
CLOSED QUESTIONS - One that pupils recognize as having only one answer
TYPES OF QUESTIONS
- convergent questions Closed Questions - To gather feedback about understanding or recall of a certain fact - usually use during recitation - teachers traditional mode of teaching
TYPES OF QUESTIONS
Open questions
- Divergent questions - Spark discussions -Teachers constructivist/ inquiry-based teaching
RULE:
Questions that begin with WHY should be expressed into HOW and WHAT questions.
NOTE:
TYPES OF QUESTIONS
II. Consider the type of Thinking Required -demands the pupil to:
TYPES OF QUESTIONS
II. Consider the type of Thinking Required -demands the pupil to:
TYPES OF QUESTIONS
II. Consider the type of Thinking Required -demands the pupil to: c. apply reasoning: Using the formula for sale price, Sale price= regular price (regular price x rate of discount) How do we get the rate of discount?
TYPES OF QUESTIONS
II. Consider the type of Thinking Required -demands the pupil to:
d. hypothesize: If a, b, and c are integers, evaluate (a+b)+c and a+(b+c). Compare their values using 2, 3 and 5 for a, b, and c, respectively.
TYPES OF QUESTIONS
III. Effect on the Pupils
PURPOSE OF QUESTIONS
Teacher ask questions to CONTROL: a) behavior b) learning
I. Control of Behavior
Questions: focus attention
Teacher fires the questions quickly round the class and allows the students little time to contemplate them.
I. Control of Behavior
direct students to the events the teacher wants them to focus on, and encourage them to process information instead of working on their memory.
Sino may tanong? Kung ayaw niyong magtanong, ako ang magtatanong.
more valuable function of learning is their promotion of deeper understanding. consider students : knowledge [questions should provoke processing] -consider the difficulty of the question -questions to have an effect on understanding and recall, they must be pitched at a level that encourages processing.
more valuable function of learning is their promotion of deeper understanding. consider students : cognitive strategies [ facilitate student learning ]
-teacher should involve students to careful gradation of the problem, encouragement of attempts at answering, and discussion of how to think about them.
consider students : question and answer intervals [ give enough time to permit processing ]
IRF STRUCTURE
Initiation- (FIRST INTERVAL)- Response -longer responses; more confident answers; gave alternative answers; deeper information processing; responsible for the direction of the lesson and learning ( ROWE. 1969, 1974a, 1974b) Response- (SECOND INTERVAL)- Feedback -students contemplate the answer and evaluateaccept, reject, qualify or elaborate it. - Longer pauses in the second interval are associated with greater achievement. ( TOBIN. 1980)
more valuable function of learning is their promotion of deeper understanding. consider students : student knowledge [questions should provoke processing] cognitive strategies [ facilitate student learning ] question and answer intervals [ give enough time to permit processing ]
The test of a good teacher is not how many questions he can ask his pupils that they will answer readily, but how many questions he inspires them to ask him which he finds it hard to answer
mostly questions in a divergent or evaluative form convergent questions are used to carefully analyze a situation, find and correct an error or clarify a point of confusion.
keep the question direct and to the point to maximize student response. allot time for students to think
teachers should know the question and the answers.
CHARACTERISTICS OF EFFECTIVE QUESTIONING students are held to analyze and think through questions and suggestions of possible paths of learning. address the question to the class first before calling for an individual to respond
Teachers FAQ:
REFERENCES:
Lawson, anton E. (1995). Science Teaching and the Development of Thinking. Belmont, California: Wadsworth, Inc. White, Ricahard T. (1988). Learning Science. Oxford, IK: Blackwell. Turner, T. and Di Marco, W. (1998). Learning to Teach Science in the Secondary School. NY: Routledge. Washton, Nathan S. (1967). Teaching Science Creatively in the Secondary Schools. Philadelphia and London: W.B. Saunders Company.