Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 2, Article 10 (Dec., 2016)
Jacquie L BAY, Fehi FEHOKO, Mumui LA’AKULU, Ofa LEOTA, Lesieli PULOTU, Sina TU'IPULOTU, Salesi TUTOE, Oliveti TOVO, ‘Ana VEIKOSO, and ‘Emeli H POUVALU
Questioning in Tongan science classrooms: A pilot study to identify current practice, barriers and facilitators

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Questioning in Tongan science classrooms: A pilot study to identify current practice, barriers and facilitators

 

Jacquie L BAY1*, Fehi FEHOKO2, Mumui LA’AKULU3, Ofa LEOTA2, Lesieli PULOTU4, Sina TU'IPULOTU3, Salesi TUTOE4, Oliveti TOVO4, ‘Ana VEIKOSO4, ‘Emeli H POUVALU5

1Liggins Institute, University of Auckland, Auckland, NEW ZEALAND

2Tonga High School, Nuku'alofa, Tongatapu, TONGA

3Tonga Side School, Nuku'alofa, Tongatapu, TONGA

4Kolisi Tonga ‘Atele, Funga Manamo’ui, Ha’ateiho, Tongatapu, TONGA

5Independent education consultant, Tonga (Ministry of Education and Training, Tonga at the time of the study)

*Corresponding author on behalf of the Pacific Science for Health Literacy Project, Tonga Team.

E-mail: j.bay@auckland.ac.nz

Received 21 Jun., 2016
Revised 26 Nov., 2016


Contents

Abstract

Questioning is central to the development of scientific and health literacies. In exploring this concept, Tongan science teachers hypothesized that their ability to use and encourage questioning presented challenges in the context of Tongan social and cultural norms. This study set out to develop a peer-to-peer protocol to enable teachers to characterize current practice, and identify barriers and facilitators to the use of questioning in Tongan science classrooms. Participating teachers co-constructed a peer-to-peer observation protocol, collected, anonymized and analyzed observational data to identify current use, enablers and facilitators of questioning in their classrooms. Findings suggest that peer observation and talanoa (collective critical discussion) enabled teachers to characterize and critique their current practice, and increased teacher understanding of the process of questioning and its value in the development of scientific and health literacy. Three hypotheses were developed to explore potential strategies to increase the use questions in Tongan science classrooms.

Keywords: Questioning, scientific literacy; talanoa; Tongan science classrooms

 


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