Fostering Student Teachers’ Questioning Skills in an Online Knowledge Building Community (Poster 4)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Division K Section 9 Initial Teacher and Teacher Educator Preparation Posters

Abstract

The purpose of this study was to explore the change in the questioning skills (QS) of 47 PSTs in a Knowledge Building Community (KBC) in which they were required to develop questioning within a collaborative learning environment. A mixed-method approach was adopted to evaluate the growth of PSTs' QS in the pre- and posttest and to measure the frequency of their note-reading, modification, and creation in the KBC. The result revealed the quantity of note-modification and note-creation associated with questioning development. Through interaction with partners, PSTs’ QS were significantly improved. In conclusion, the results of this study emphasize the need to support PSTs in developing effective QS through interactive activities and continuing improvement of ideas in a community.

Authors

• Mei-Ju Chen, National Tsing Hua University

• Yu-Hsuan Liao, National Tsing Hua University