Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Norsyazwani Muhamad Dah, Mohd Syafiq Aiman Mat Noor, Muhammad Zulfadhli Kamarudin, Mohd Mokhzani Ibrahim
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引用次数: 2

Abstract

This study developed the Investigable Questioning Formulation Technique (IQFT) protocol to formulate investigable questions by following the procedures of design-based research. As guiding heuristics, the protocol used two provisional design principles based on teaching experience and previous studies that have applied tools for formulating questions, notably, the question formulation technique, SMART goals, and a typology of investigable and non-investigable questions. Two cycles comprising six lesson interventions were completed with two groups (n = 23, n = 25) of students in the same school in Malaysia. Questions were analyzed using qualitative content analysis and a question typology framework. Findings show the majority of students formulated comparison, exploratory, and validation of mental model questions. Some questions were posed in the prediction, descriptive, and problem-solving categories, but none were categorized as cause and effect, design and make, or pattern seeking. Implications for use of the IQFT protocol to help facilitate Malaysian students’ generation of investigable questions, design experiments, and implement open inquiry are discussed.
使用可调查问题制定技术(IQFT)协议在马来西亚中学科学课堂促进学生提问
本研究开发了可调查问题制定技术(IQFT)方案,按照基于设计的研究程序制定可调查问题。作为指导启发式,该协议基于教学经验和先前的研究使用了两个临时设计原则,这些原则已经应用了制定问题的工具,特别是问题制定技术,SMART目标以及可调查和不可调查问题的类型。在马来西亚同一所学校的两组学生(n = 23, n = 25)中完成了包括6个课程干预的两个周期。采用定性内容分析和问题类型框架对问题进行分析。调查结果显示,大多数学生提出了比较、探索性和验证性的心理模型问题。有些问题是在预测、描述和解决问题的类别中提出的,但没有一个被归类为因果、设计和制造或模式寻找。本文讨论了使用IQFT协议来帮助马来西亚学生生成可调查的问题、设计实验和实施开放探究的含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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