Development of the Instrument of Question-Answer Process (IQAP) and Its Application in Examining Salient Characteristics between Pre- and In-Service Teachers in Senior High School Chemistry Class

Autor/inn/en	Gai, Lichun; Zheng, Changlong; Lederman, Norman G.; Lederman, Judith S.; Jiao, Huihong
Titel	Development of the Instrument of Question-Answer Process (IQAP) and Its Application in Examining Salient Characteristics between Pre- and In-Service Teachers in Senior High School Chemistry Class
Quelle	In: International Journal of Science Education, 41 (2019) 9, S.1228-1245 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gai, Lichun) ORCID (Lederman, Norman G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1597995
Schlagwörter	Chemistry; Secondary School Science; Preservice Teachers; Science Teachers; High School Teachers; Questioning Techniques; Feedback (Response); Taxonomy; Power Structure; Test Construction + Suchen Sie Ihr Suchwort? Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Befragungstechnik; Fragetechnik; Taxonomie; Testaufbau
Abstract	The purpose of this study is to examine the salient characteristics of the 'Question-Answer Process' (QAP) in senior high school chemistry class between pre- and in-service teachers. We first developed the 'Instrument of Question-Answer Process' (IQAP), and then, applied it to compare salient characteristics of QAP between pre- and in-service teachers. Data collection consists of classroom observation and structured-interview. Participants are seven pre-service and seven in-service chemistry teachers. The results are: (a) Both pre-and in-service teachers ask most of the questions and students ask few questions; (b) Pre-service teachers ask more lower cognitive level questions, while in-service teachers ask more higher cognitive level questions; (c) Pre-service teachers tend to ask non-volunteer students while in-service teachers tend to ask volunteer students to respond; (d) Pre-service teachers tend to be 'no feedback or ignore' after students provide answers and both pre- and in-service teachers seldom guide students to reflect on answers; and (e) The frequency of authority of 'student' in pre-service teachers' class is much higher than those in in-service teachers' class, while the frequency of authority of 'teacher and student' is much lower than those of in-service teachers' class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01