Wait-Time and Multiple Representation Levels in Chemistry Lessons
Year: 2014
Type: article
Study design: Observational Study
Abstract: Wait-time is an important aspect in a teaching and learning process, especiallyafter the teacher has posed questions to students, as it is one of the factors indetermining quality of students’ responses. This article describes the practices ofwait-time one after teacher’s questions at multiple representation levels amongtwenty three chemistry teachers at secondary schools in Kuala Lumpur, Malaysiaand the sequences after the wait-time one practices. The study was conductedover eight months using observation as the main method of data collection.Observations were made twice for each respondent by using the ObservationInstrument in Inquiry Teaching through Verbal Interaction (OIITVI). Forty sixobservations were audio and video recorded. Findings showed that only 6.80% oftotal questions at multiple representation levels were followed by wait-time one.This result showed that teachers lacked practise of wait-time. Three topsequences after wait-time one were teacher giving instruction, student’s answerat macroscopic level and teacher’s questions at macroscopic level. In conclusion,chemistry teachers should practise wait-time one to improve the quality ofteaching and learning of chemistry.
Authors: Winnie Sim Siew Li, Mohammad Yusof Arshad
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2993543401