The Effects of the 5E Inquiry Teaching Strategy on Types of Teacher's Questioning and Students' Scientific Reasoning
| Autor: | Tsai-Feng Lee, 李彩鳳 |
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| Rok vydání: | 2012 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 100 The Effects of the 5E Inquiry Teaching Strategy on Types of Teacher’s Questioning and Students’ Scientific Reasoning ABSTRACT The purpose of this study is to investigate the effects of the 5E inquiry teaching strategy on types of teacher’s questioning and students’ scientific reasoning. The case teacher taught one fourth-grade class (n=26) focusing on the topic of the “aquatic family”. Data were collected through teacher observation records, interviews, reflective journals, learning forms, and teacher questioning type/students’ scientific reasoning performance checklists. Results revealed that (1) The types of teacher’s questioning were analysis, 39%; understanding, 25%; applicability, 16%; evaluation, 9%; memory, 8%; and creativity 3%. (2) The performance of students’ scientific reasoning was analytical, 42%; dialogical, 27%; inferential, 11%; evaluative, 7%; integrative, 7%; and analogical, 6%. (3) A high correlation existed between the 5E inquiry teaching strategy stages and the teacher questioning types as follows: engagement and memory; exploration and applicability; explanation and analysis; elaboration and analysis; and evaluation and analytical and evaluative questioning. (4) The teacher’s memory, understanding, and analytical questioning increased the students’ analytical reasoning; the teacher’s applicability questioning increased the students’ dialogical reasoning; the teacher’s evaluative questioning increased the students’ evaluative reasoning; and the teacher’s creative questioning increased the students’ integrative reasoning. (5) The factors affecting the types of teacher’s questioning were: the teaching stage, properties of the teaching material, volume of the teaching materials, and teacher quality. (6) The factors influencing student’s scientific reasoning were: the teaching situation, method of inquiry, question design, method of presentation, and role position or perspective. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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