Teachers’ questioning techniques in advanced level Chemistry lessons: a Tanzanian perspective

Kira, E.; Komba, S. C.; Kafanabo, E.; Tilya, F.

dc.creator	Kira, E.
dc.creator	Komba, S. C.
dc.creator	Kafanabo, E.
dc.creator	Tilya, F.
dc.date	2016-12-28T09:17:54Z
dc.date	2016-12-28T09:17:54Z
dc.date	2013
dc.date.accessioned	2022-10-25T08:51:45Z
dc.date.available	2022-10-25T08:51:45Z
dc.identifier	https://www.suaire.sua.ac.tz/handle/123456789/1152
dc.identifier.uri	http://hdl.handle.net/123456789/91722
dc.description	Australian Journal of Teacher Education, 2013; 38 (12): 66-78
dc.description	This study investigated the extent to which teachers’ questioning techniques and the way teachers handled students’ responses facilitated students’ learning and promoted their thinking skills. The study focused on three secondary schools in Dar es Salaam. The data collection process involved classroom observations during chemistry lessons and interviews of 10 chemistry teachers. The findings showed that 80% of the observed teachers had a moderate ability in using questioning techniques to measure students’ understanding. The interesting observation in all schools was that teachers interacted frequently with active students and bothered less to involve the least active ones. Moreover, above 80% of all teachers had problems of promoting students’ thinking by maintaining a balance between the openended and close-ended questions or between convergent and divergent questions. Also, the teachers indicated severe weaknesses in guiding classroom discussions through effective questioning as their abilities in probing were low. Thus, in-service program for these teachers may improve their classroom questioning behaviour.
dc.format	application/pdf
dc.language	en
dc.subject	teachers’ questioning techniques
dc.subject	student thinking skills
dc.subject	chemistry lessons
dc.subject	guiding classroom discussions
dc.title	Teachers’ questioning techniques in advanced level Chemistry lessons: a Tanzanian perspective
dc.type	Article