Types and the roles of questions from teacher in science classroom practice
D S Rahayu1,a), S Hendayana2, A Mudzakir2, S Rahmawan1

1Pendidikan Ilmu Pengetahuan Alam, Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
2Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
a)E-mail: dea.santika65[at]gmail.com

Abstract

In science experiment, questioning is a major scientific skill in science classroom practice. Questions that encourage scientific investigation can come from many sources including teachers and students. The purpose of this study is to provide an overview of how the teacher presents the questions and find out the roles of questions from teacher in science classroom. This research involved a teacher who taught two science classes at a Junior High School. The learning activities were audio and video recorded. Then recorded was transcribed and analysed. The analysis is devoted to interactions involving questions. Interactional issues related to the way of speaking and questions that encourage responses of student and thinking are discussed in this study. The results show that types and characteristic of questions from teacher involved explication questions, scientific practice questions, explanation questions, and science concept questions. The roles of questions from teacher are to guide students in building knowledge and help students learn about scientific practice, explain phenomena, and develop explanations of the phenomenon. This information provides a description of effective investigation questions in science learning practice, and also useful for teachers in identifying appropriate skills for teacher education and further professional development.

Keywords: Questions of teacher, learning discourse, science classroom practice

Topic: 2. Science Education