The Pattern of Teachers’ Verbal Questioning Trend in Teaching Electrochemistry

Abstract

Teacher’s verbal questioning is dominant in teaching and learning process rather than the student’s verbal questioning. Teacher had used variety of levels and many types of questionsto ensure the understanding of a concept. Thus, this study aimed to explore the patterns of verbal questions in the teaching and learning prosess in order to understand a concept. Data was collected through a qualitative approach which is the non-participate observations in the teaching process and in-depth interviews. Participants consist of five teachers who were selected through purposive sampling. Subsequently, data were analyzed by examine both themes and sub themes based on the research questions. As the patterns of questioning involve the understanding of a concept, so this study focuses on the electrochemistry in Chemistry subject, that was being categorized as one of the difficult topics by students. The findings show that there were four types of pattern of verbal questioning flow which was emerging during teaching process to understand certain concepts in Electrohemistry. These patterns were the single questioning flow, the separated questioning flow, the continuous questioning flow and the spiral questioning flow. This study also found that teacher’s verbal questions focused on the pattern of separated questioning flow rather than the other three patterns. This condition implies that the verbal questioning practice in the teaching process is still in low level of cognitive. The implication, teachers need to improve the use of questioning skill continuously in order to enhance the development of scientific concepts during teaching and learning process.