Dah, N.M., Noor, M.S.A.M., Kamarudin, M.Z. orcid.org/0000-0001-9670-9791 et al. (1 more author) (2023) Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol. Asia-Pacific Science Education, 9 (1). pp. 9-43. ISSN 2364-1177
Abstract
This study developed the Investigable Questioning Formulation Technique (IQFT) protocol to formulate investigable questions by following the procedures of design-based research. As guiding heuristics, the protocol used two provisional design principles based on teaching experience and previous studies that have applied tools for formulating questions, notably, the question formulation technique, SMART goals, and a typology of investigable and non-investigable questions. Two cycles comprising six lesson interventions were completed with two groups (n = 23, n = 25) of students in the same school in Malaysia. Questions were analyzed using qualitative content analysis and a question typology framework. Findings show the majority of students formulated comparison, exploratory, and validation of mental model questions. Some questions were posed in the prediction, descriptive, and problem-solving categories, but none were categorized as cause and effect, design and make, or pattern seeking. Implications for use of the IQFT protocol to help facilitate Malaysian students’ generation of investigable questions, design experiments, and implement open inquiry are discussed.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © Norsyazwani Muhamad Dah et al., 2023. This is an open access article distributed under the terms of the CC BY 4.0 license. https://creativecommons.org/licenses/by/4.0/. |
Keywords: | inquiry-based science education; Investigable Questioning Formulation Technique (IQFT) protocol; investigable questions; secondary school science; student questioning |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 09 Oct 2024 08:27 |
Last Modified: | 09 Oct 2024 08:27 |
Published Version: | https://brill.com/view/journals/apse/9/1/article-p... |
Status: | Published |
Publisher: | Brill Academic Publishers |
Identification Number: | 10.1163/23641177-bja10063 |
Sustainable Development Goals: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:218115 |