Abstract
Often times, teachers are so used to asking questions that they fail to analyze why or how they do it. According to Blosser (1991), questions need to do more than determine if a student does or does not understand a particular concept. About 60 percent of teacher questions recall only facts while 20 percent require students to think and another 20 percent are procedural.
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References
Blosser, P. E. (1991). How to ask the right questions. Washington, DC: National Science Teachers Association.
Elstgeest, J. (1985). The right question at the right time. From W. Harlen (Ed.), Primary science: Taking the plunge (pp. 36-45). Heinemann Educational Books.
Rowe, M. B. (1986, Jan-Feb). Wait time: Slowing down may be a way of speeding up! Journal of Teacher Education, 37(1), 43-50.
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McComas, W.F. (2014). Questioning Strategies. In: McComas, W.F. (eds) The Language of Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-497-0_72
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DOI: https://doi.org/10.1007/978-94-6209-497-0_72
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-497-0
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