Questioning and Responding in a College Chemistry Class 6
By: 4 0 16 [, ] | [, ] |
Contributor(s): The Trinitian Researcher. 4 (2011). pp. 54- 85 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Science Teaching;Classroom Behavior -- Teacher - Student Relationship -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | LG221.Q4A1.T736 (Browse shelf) | Available | PER1917B |
ABSTRACT : In science teaching, questions are an indispensable tool in initiating approaches like inquiry and discovery. Proper and well-developed techniques are needed to make questioning effective. This study focused on the relationship between teachers' classroom behaviors and a variety of students responses. It utilized the qualitative research approach in data gathering. The study sought to determine the relationship between teacher variables such as years of teaching experience and other critical attributes and the levels of questions they ask in a college chemistry class and effects of these on students responses. The study found the quality and length of students reponses to questions depend on the lenght of wait-time of the teacher. The longer the wait - time the lenght of respose increases; it gives students more time to thoughtfully compose thier answer. If done incorrectly, questioning can turn a student of instead of promoting learning. 56
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