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This study focuses on improving students' critical thinking by enhancing teachers' questioning skills. It aims to determine the impact of questioning on critical thinking, conduct training for teachers, and evaluate the relationship between the two. The research will be conducted in Camarines Sur, targeting science teachers and students in secondary laboratory schools. Data will be collected through questionnaires, observations, document analysis, and tests. Analysis will include frequency count, weighted mean, and Pearson r correlation. The ultimate goal is to develop a theoretical model for promoting critical thinking through questioning in education.
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Questioning Skills and Critical Thinking Asuncion A. Orbeso, Ph.D. Prof.6 Director, Curricular Reforms and Development CBSUA, Pili, Camarines Sur
RATIONALE • Education today aims at developing a • rational being • Questioning is crucial in realizing this goal and plays important role in • the teachingand learning process • But in spite of emphasizing higher order • questions for the total development of • students , teachers tend to often use • factual or recall questions
Questioning leads to think and leads to • understanding • Variety of questions develop critical • thinking • For students to display critical thinking , • they need to develop the skills in interpreting, analyzing, reasoning and evaluating • The skills in questioning develop • critical thinking, consequently • develop effective learners
OVERALL OBJECTIVE To capacitate teachers along questioning and critical thinking development
SPECIFIC OBJECTIVES • Determine the type of questions • teachers pose to students. • 2. Determine the oral and written • questioning skills of teachers. • 3. Find out if questioning skills of • teachers influence the critical • thinking skills of students. • Conduct training on questioning • skills and developing critical • thinking skills of students.
Inference Interpreting Interpretation Analyzing Questioning Skills Critical Thinking Skills Transfer Hypothetical Reasoning Reflective Evaluating Academic Achievement Theoretical Model
METHODOLOGY Research Location : Camarines Sur Respondents of the Study : Science teachers and students in the secondary laboratory school in the different SUCs in Camarines Sur
SAMPLING DESIGN Science teachers – census sampling Students – Sample size (Slovin’s formula, stratified proportionate sampling and lottery technique)
Research Design - Descriptive evaluative research Data Collection • Questionnaire – to gather • data on profile of • teacher respondents
Data Collection • Structured Observation Method – to determine the oral questioning skills of teachers, teachers’ facility of language and assessment ability (Rubric). • Documentary analysis • – to determine the written questioning skills of teachers (Rubric).
Data Collection 4. Teacher – made test – to determine the critical thinking skills of the students
DATA ANALYSIS • Frequency count and percentage – to present profile of teacher respondents • Weighted mean • – to determine the to determine the oral and written questioning skills of teachers, facility of language and assessment ability
DATA ANALYSIS • Mean and Standard deviation • – to present the critical thinking skills of students • Pearson r • – to determine relationship between questioning skills of teachers and critical thinking skills of students