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Effect on Pre-Service Physic Teachers' Questioning Ability According to Application of a Questioning Strategy Program - Focusing on Question Type and Wait-Time
New Physics: Sae Mulli 2017; 67: 56~63
Published online January 31, 2017;
© 2017 New Physics: Sae Mulli.

Kyunghee KANG*

Department of Science Education, Jeju National University, Jeju 63243, Korea
Correspondence to:
Received September 8, 2016; Revised September 26, 2016; Accepted October 6, 2016.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study is to identify the effects of a questioning strategy program on the questioning abilities of pre-service physics teachers. In this study, a questioning strategy program was developed and applied to 14 pre-service physics teachers. An analysis of the images of the first round of teaching demonstrations showed that the pre-service physics teachers most frequently used questions aimed at verifying information. In addition, the pre-service physics teachers hardly used a waiting time after questioning. In the second round of teaching demonstrations after the application of the program, questions to help students’ understanding increased, and questions to facilitate reflective thinking were also seen. The waiting time increased from one to two seconds. This result shows that the development and application of a questioning strategy program are effective for improving the abilities of pre-service physics teachers. 
PACS numbers: 01.40.jc
Keywords: Pre-service physic teachers, Questioning strategy program, Question types, Wait-time

January 2017, 67 (1)