scholarly journals USING QUESTIONS EFFECTIVELY AS A TEACHING DEVICE

2019 ◽  
Vol 1 (3) ◽  
pp. 12-20
Author(s):  
Ali Wira Rahman
Keyword(s):  
Creative Thinking ◽  
Research Process ◽  
English Teaching ◽  
Teaching Device ◽  
Asking Questions

English teaching is a process that the teacher interacts with students. Asking and answering are the primary ways to communicate with each other, so questioning plays a central role in classroom. It urges students to think actively and develops their creative thinking. Because of the importance of questions to the research process, one of the things a teacher at a university tries to teach students is how to ask good questions, and how to answer them appropriately. This makes the process of questioning important in every class taught at a university. Questions are important to the students in a class for two reasons: (1) Students learn to ask questions by asking questions. Students learn to ask good questions by asking questions and then receiving feedback on them. Students learn to become scholars by learning to ask good questions; (2) student asking a question is at that moment a self-motivated learner - a researcher. This is the behavior trying to nurture

Designing a Transdisciplinary Approach to Elementary Math Literacy Learning through Science & the Arts

2019 ◽  
pp. 570-574
Author(s):  
Barbara Ann Temple
Keyword(s):  
Creative Thinking ◽  
Divergent Thinking ◽  
Research Process ◽  
Thinking Skills ◽  
Second Grade ◽  
Transdisciplinary Approach ◽  
The Arts ◽  
Elementary Math ◽  
Real World Learning ◽  
Initial Intervention

Engaging with subject matter in isolation stymies creativity, promotes rote learning, and limits development of divergent thinking skills. Conversely, a transdisciplinary approach to math develops critical and creative thinking skills, strengthens problem solving capacity, and promotes metacognition. In this pilot study, the design-based research process began with sharing initial intervention ideas for elementary Math lessons with participants at an international elementary Math conference. Utilizing participant feedback as part of the iterative process, three specific interventions for second-grade Math concepts were designed with intentional infusion of Science and the Arts. The ultimate goal for this research is the design of an effective elementary Math curriculum offering authentic, real-world learning through a transdisciplinary approach.

scholarly journals THE QUESTIONING TECHNIQUE AND ITS ROLE IN DEVELOPING THINKING SKILLS: ESPECIALLY PRODUCTIVE SKILLS (WRITING)

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Hassan Malik Faraj ◽  
Prof. Dr. Bushra Saadoon Mohammed Al- Noori
Keyword(s):  
Second Language ◽  
Secondary Students ◽  
Creative Thinking ◽  
Writing Skills ◽  
Language Barriers ◽  
Thinking Skills ◽  
T Test ◽  
Effective Technique ◽  
Writing Skill ◽  
Asking Questions

Promotion of the critical and creative thinking is a important competency from students learning a second language. it is proposed that second language barriers in writing skills may due to the lack of ideas rather than complex in lexical items and syntax. the current study attempts to check whether asking questions prior to writing will improve the secondary students studying in a school. The results that are adopted from another study, from T-test showed that sampe who received two weeks treatment demonstrated 18% improvement in their writing skill. The findings suggested that questioning technique is an effective technique in promotion students to write.

scholarly journals Co-Interviewing in Qualitative Social Research: Prospects, Merits and Considerations

2021 ◽  
Vol 20 ◽  
pp. 160940692110549
Author(s):  
Stefania Velardo ◽  
Sam Elliott
Keyword(s):  
Grounded Theory ◽  
Doctoral Students ◽  
Research Study ◽  
Social Research ◽  
Well Being ◽  
Research Process ◽  
Qualitative Social Research ◽  
Key Concepts ◽  
Unique Approach ◽  
Asking Questions

In this paper, we seek to open a dialogue about the approach of co-interviewing, which, to our surprise, has not received much attention in the realm of qualitative social research. The co-interviewing approach stands apart from ‘multiple’ interviewing, in which two or more researchers are tasked with conducting interviews in a single research study. Instead, this approach involves two researchers actively taking part in the same interview. In a qualitative grounded theory study that sought to explore doctoral students’ emotional well-being, we adopted the approach of co-interviewing each of our participants. This process involved us sharing the responsibilities of asking questions, probing, note taking and making observations. Our experience has led us to critically examine this unique approach to interviewing, and here, in this paper, we offer insights about its potential to enhance the generation of data and the research process. In doing so, we draw on literature, whilst reflecting on key concepts including power, reflexivity and well-being, by considering the positions of participants and researchers alike.

scholarly journals The Practicality of Student Activity Sheet Integrated Scientific Approach to Stimulate Skills of Elementary School Students in Solving Problems Surrounding Natural Environment

2019 ◽  
Vol 6 (2) ◽  
pp. 741
Author(s):  
Gio Mohamad Johan ◽  
Pupun Nuryani ◽  
Lili Kasmini
Keyword(s):  
Elementary School Students ◽  
Research Process ◽  
School Students ◽  
Average Percentage ◽  
Student Activity ◽  
Scientific Approach ◽  
Student Questionnaire ◽  
Processing Information ◽  
Asking Questions ◽  
Very High

students integrated scientific approach. The student activity sheet integrated scientific approach is an activity sheet that presents material, instructions and various kinds of tasks for students by combining scientific approach activities in the form of (1) observing, (2) asking questions, (3) gathering information, (4) processing information, and (5) communicate. This type of research uses research or R & D (Research and Development). In this research process, the final result is that the development of student activity sheets integrated scientific approach has a high practicality value based on (1) observations of student and teacher activities when using student activity sheets integrated scientific approach to the learning process gets high scores; (2) the results of the readability questionnaire on the student activity sheet integrated scientific approach obtained the average percentage response value of 93.91% with very high criteria; (3) the results of student questionnaire responses to the use of student activity sheets integrated scientific approach obtain an average percentage response value of 94.35% with very high criteria.

scholarly journals The Prototype Development of Creative Thinking Skills Model’s Book

2018 ◽  
Vol 42 ◽  
pp. 00116
Author(s):  
I Gusti Ayu Tri Agustiana ◽  
Rudiana Agustini ◽  
Muslimin Ibrahim
Keyword(s):  
Construct Validity ◽  
Creative Thinking ◽  
Cognitive Theory ◽  
Social Systems ◽  
Research Process ◽  
Thinking Skills ◽  
Learning Model ◽  
Theoretical Rationale ◽  
Prototype Development ◽  
The Impact

Model of book is an important part of the research process in developing creative thinking skills. Considering the importance of creative thinking skills, it is necessary to attempt developing such skills in the learning process by applying an appropriate and effective model. This research will develop the components of learning model that includes theoretical rationale, syntax, social systems, reaction principle, support systems, and the impact instructional companion. Learning model of science is developed with syntax orientation, excavation creative ideas, research, elaboration, presenting the results of the work, evaluation, and implementation (OPPEMEI) with indicators of creative thinking skills fluency, flexibility, originality, elaboration and evaluation. To achieve the goals, it should need a couple of steps, namely (1) analyzing and providing a rational basis to support the development of learning model for creative thinking skills. (2) analyzing and constructing the theories that support the development of the model. Some synthesis theories for reviews are a constructivism theory, creative thinking theories, a motivation theory, a theory of Vygotsky (the theory of socio-cultural) and cognitive theory, (3) Analyzing the flow of thought decrease hypothetical OPPEMEI Model, (4) providing guidelines for the implementation of learning using OPPEMEI learning model, (5) conducting Focus Group Discussions (FGDs) and (6) Revisions. Validity is assessed by expert judges in terms of content validity and construct validity. The construct validity includes the logic of stage model (syntax) and the support of relevant theory at each stage. Validation of the content reflects the state of the art or the strength of the device and the content materials are assessed based on the conformity with the applicable curriculum. The learning model is stated valid, if the expert judges and practical say that the model is developed based on strong and latest theoretical rationale and there is consistency between the components.

scholarly journals The role of folk dance in formation of the choreographer creative potential

2020 ◽  
Vol 9 (27) ◽  
pp. 252-259
Author(s):  
Nataliia Pyzhianova ◽  
Serhiy Kutsenko ◽  
Petro Voloshyn
Keyword(s):  
Professional Growth ◽  
Creative Thinking ◽  
Information Technologies ◽  
Research Process ◽  
Folk Dance ◽  
Creative Potential ◽  
Creative Imagination ◽  
Training Exercises ◽  
Independent Work

The aim of the article is to substantiate the role of folk dance in the process of formation of the creative potential of a student-choreographer. Methods of generalization and comparative analysis were used in the research process. The article identifies three pedagogical conditions for formation the creative potential of students-choreographers by means of folk dance. It is pointed out that promising planning for professional growth plays an important role in formation the choreographers’ creative potential. The expediency of involving students in creative experiments, which include the creation of their own choreographic sketches in the middle of the hall, as well as training exercises near the machine, is substantiated. It is noted that students' sketch work in folk-dance classes is characterized by the study of choreographic sketches on the basis of dance vocabulary. The essence of separate types of students-choreographers’ independent work is revealed. The authors point out that the development of creative thinking, creative imagination and fantasy requires the application of a set of creative tasks based on improvisation. Attention is drawn to the need for the use of interactive and information technologies. Classes with the introduction of interactive and modern information technologies maximally stimulate student-choreographer’s cognitive independence and creative activity.

scholarly journals Asking Questions in the Qualitative Research Context

2016 ◽  
Author(s):  
Francislê Neri de Souza ◽  
Dayse Neri ◽  
António Costa
Keyword(s):  
Qualitative Research ◽  
Research Question ◽  
Research Programme ◽  
Research Problem ◽  
Research Process ◽  
Software Packages ◽  
Starting Point ◽  
Asking Questions ◽  
Research Questions ◽  
Internal Coherence

Research is based on a constant questioning process. All researchers should ask questions in every research phase, what is read, the research design definition, data analysed and the way they are discussed and how their conclusions are drawn. It is generally accepted that to start scientific research, irrespectively of the area of expertise, the starting point is the drafting of one or more research questions, ordinarily known as a research problem. However, for many, starting with a research programme, the idea of formulating one is always a challenge. Some do not know where to start and question whether the question is well formulated. Given these issues, this paper aims to clarify and reinforce the importance of formulating the research problem and/or question, where to get inspiration for its compilation, what are the steps to be followed for its refinement and what is its usefulness during the research process. We also intend to recommend the use of some software packages that may assist the researcher, during questioning in other research phases, and thus maintain internal coherence throughout the research, as well as obtain an answer to the research question.

scholarly journals ANALISIS NILAI-NILAI PENDIDIKAN KARAKTER DALAM NOVEL DAUN YANG JATUH TAK PERNAH MEMBENCI ANGIN KARYA TERE LIYE

2016 ◽  
Vol 2 (2) ◽  
pp. 184-197
Author(s):  
Nurmawati Nurmawati
Keyword(s):  
Data Collection ◽  
Character Education ◽  
Creative Thinking ◽  
Social Care ◽  
Descriptive Analysis ◽  
Analysis Method ◽  
Educational Values ◽  
Educational Value ◽  
Accurate Picture ◽  
Asking Questions

The purpose of this study to get an explanation on the description of the Analysis of character education  Daun yang Jatuh Tak Pernah Membenci Angin Novel By Tere Liye. This research uses descriptive analysis method. descriptive analysis method used in this study  means to obtain an accurate picture of the values of character education in novel Daun yang Jatuh Tak Pernah Membenci Angin Novel By Tere Liye. Technique Data collection was done by using the documentation that specifically examined the values of character education in novel Daun yang Jatuh Tak Pernah Membenci Angin Novel By Tere Liye. Based on the analysis of educational values contained in this  novel  there are as follows (1) relegius educational value such as prayer , grave pilgrimage , grateful  (2) hard work as diligently and passionately in the work, (3) such as smart creative thinking and create the new things, (4) appreciate achievements such as awards to and achievement, (5) independent as not to depend on others, (6) curiosity such as asking questions, (7) friends / communicative as happy hanging out with other people, (8) social care such as giving comfort to those in need , and  (9) responsibilities such as completing tasks without being asked or told.

4. Asking Questions: How to Find and Formulate Research Questions

2020 ◽  
pp. 93-122
Author(s):  
Sandra Halperin ◽  
Oliver Heath
Keyword(s):  
Literature Review ◽  
Research Question ◽  
Research Process ◽  
The Other ◽  
General Question ◽  
Asking Questions ◽  
Research Questions ◽  
The Difference ◽  
The One

This chapter deals with the first step of the research process: the formulation of a well-crafted research question. It explains why political research should begin with a research question and how a research question structures the research process. It discusses the difference between a topic or general question, on the one hand, and a focused research question, on the other. It also considers the question of where to find and how to formulate research questions, the various types of questions scholars ask, and the role of the ‘literature review’ as a source and rationale for research questions. Finally, it describes a tool called the ‘research vase’ that provides a visualization of the research process, along with different types of questions: descriptive, explanatory, predictive, prescriptive, and normative.

4. Asking Questions

2017 ◽  
Author(s):  
Sandra Halperin ◽  
Oliver Heath
Keyword(s):  
Research Question ◽  
Research Process ◽  
The Other ◽  
General Question ◽  
Different Types ◽  
Asking Questions ◽  
Research Questions ◽  
The Difference ◽  
The One

This chapter deals with the first step of the research process: the formulation of a well-crafted research question. It explains why political research should begin with a research question and how a research question structures the research process. It discusses the difference between a topic or general question, on the one hand, and a focused research question, on the other. It also considers the question of where to find and how to formulate research questions, the various types of questions scholars ask, and the role of the ‘literature review’ as a source and rationale for research questions. Finally, it describes a tool called the ‘research vase’ that provides a visualization of the research process, along with different types of questions: descriptive question, explanatory question, predictive question, prescriptive question and normative question.

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