Teacher question as instructional technique at student concept map in discovery learning

The purpose of this study is to measure the effectiveness of questions as learning techniques in the discovery model. This study uses tenth grade students from five high schools (N = 314) into the experimental and control classes conducted by classroom teachers. CM measurements are taken at the end of the lesson. CM scores are calculated based on valid relationship scores, hierarchy, branching, pattern, croslink, and examples. The CM score is calculated from the percentage referred to Novak. Data were analyzed with Ancova. The results showed: 1) Teacher questions as a learning technique significantly influence students’ CM scores; 2) The best CM score is discovery learning that uses the teacher’s in-depth questions during the regulation and hypothesis testing stages.The purpose of this study is to measure the effectiveness of questions as learning techniques in the discovery model. This study uses tenth grade students from five high schools (N = 314) into the experimental and control classes conducted by classroom teachers. CM measurements are taken at the end of the lesson. CM scores are calculated based on valid relationship scores, hierarchy, branching, pattern, croslink, and examples. The CM score is calculated from the percentage referred to Novak. Data were analyzed with Ancova. The results showed: 1) Teacher questions as a learning technique significantly influence students’ CM scores; 2) The best CM score is discovery learning that uses the teacher’s in-depth questions during the regulation and hypothesis testing stages.