Emerging Model of Questioning through the Process of Teaching and Learning Electrochemistry

  •  Zanaton Iksan    
  •  Esther Daniel    


Verbal questioning is a technique used by teachers in the teaching and learning process. Research in Malaysia related to teachers’ questioning in the chemistry teaching and learning process is more focused on the level of the questions asked rather than the content to ensure that students understand. Thus, the research discussed in this paper is intended to explore in-depth the types of questions posed by teachers when teaching electrochemistry. This topic was chosen as it is categorized as a difficult topic by both students and teachers. This research employed qualitative techniques in exploring teachers’ verbal questioning during the teaching process. Participants included five teachers teaching Chemistry Form 4 (Grade 10). The data were collected through non-participant observations and verbatim recordings during the teaching and learning process. The findings indicate that the types of teachers’ verbal questions when teaching electrochemistry can be categorized in two main areas: content and management questions. Content questions could be sub-divided into five sub-categories: linking questions, questions based on process, comparison questions, questions based on students’ observations, and questions based on terminology. As for the management questions, they consisted of four sub-categories: questions for probing, monitoring, and motivation as well as bilingual questions. The data analysis also showed that the content and management questions are complementary as both types are needed in the verbal questioning process during the teaching and learning of electrochemistry.

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