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Questioning patterns and teaching strategies in secondary education -…
Questioning patterns and teaching strategies in secondary education
Author: Patricia Albergaria-Almeida
Purpose:
To explore how teachers use questioning and other teaching strategies to foster student engagement and deeper understanding
Questioning helps to develop critical and creative thinking
Students’ learning, thinking, participation and their level of engagement depend on the kind of questions teachers formulate and use in the classroom
Methodology
Study was conducted with a sample of three secondary teachers.
Teachers were chosen from science, languages and philosophy.
students also volunteered.
Each teacher audio-recorded a 45-minute class
Results
Chemistry teacher spent 83% of the class talking, while the students only talked 17%
Portuguese teacher used 67% of the class, while the students talked 33%.
communication time was more balanced in the philosophy class: 56% for the teacher and 44% for the students.
Along the three 45-minute lessons, were asked 96 questions 57 in the chemistry class, 22 in the philosophy class and 17 in the Portuguese class.
Types of questioning used
The results showed that teachers exhibited questioning patterns, reflecting their subject and personal teaching style.
closed, low-ordered questions were predominant, particularly in Chemistry and Portuguese.
Philosophy class showed more use of open-ended and higher order questions which led to discussion and critical thinking
Discussion
Teacher questioning patterns were mostly low-level, restricting engagement and critical thinking
Teachers used teacher centered methods
There was limited wait-time after questions, which reduced chances of students think critically.