Developing critical thinking through Socratic Questioning: An Action Research Study

An action research study was conducted among 24 Form 4 level Malaysian students, aged 16. The duration of the study was five months and constituted 16 one-hour literature lessons (short stories from the secondary level Malaysian English Language Upper Secondary Level school syllabus). This paper des...

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Main Author:	Husniah, Sahamid
Format:	Article
Language:	English
Published:	Australian International Academic Centre, Australia 2016
Subjects:	BF Psychology
Online Access:	http://umpir.ump.edu.my/id/eprint/14753/ http://umpir.ump.edu.my/id/eprint/14753/ http://umpir.ump.edu.my/id/eprint/14753/ http://umpir.ump.edu.my/id/eprint/14753/1/pbmsk-2016-husniah-Developing%20critical%20thinking%20through%20Socratic.pdf

id	ump-14753
recordtype	eprints
spelling	ump-147532016-10-12T08:12:38Z http://umpir.ump.edu.my/id/eprint/14753/ Developing critical thinking through Socratic Questioning: An Action Research Study Husniah, Sahamid BF Psychology An action research study was conducted among 24 Form 4 level Malaysian students, aged 16. The duration of the study was five months and constituted 16 one-hour literature lessons (short stories from the secondary level Malaysian English Language Upper Secondary Level school syllabus). This paper describes my experience as a teacher-as-researcher to assist students to respond to teacher questions through Paul’s (1993) model of Socratic Questioning which claims to develop students’ critical thinking. Data was collected through researcher’s field notes, students’ writing tasks and student interviews which were analysed after each cycle of the action research study. Changes and adaptations were consequently made based on the data collected and upon teacher reflection to improve practice. The results of this study indicate that repeated practice of Socratic Questioning had a positive effect on student responses and writing tasks. Some of the factors affecting students’ performance included students’ language proficiency, weak reading ability and students’ anxiety towards the questioning method. These issues had to be addressed and dealt with, before Socratic Questioning could be properly implemented in the classroom Australian International Academic Centre, Australia 2016 Article PeerReviewed application/pdf en cc_by http://umpir.ump.edu.my/id/eprint/14753/1/pbmsk-2016-husniah-Developing%20critical%20thinking%20through%20Socratic.pdf Husniah, Sahamid (2016) Developing critical thinking through Socratic Questioning: An Action Research Study. International Journal of Education & Literacy Studies (IJELS), 4 (3). pp. 62-72. ISSN 2202-9478 http://dx.doi.org/10.7575/aiac.ijels.v.4n.3p.62 DOI: 10.7575/aiac.ijels.v.4n.3p.62
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Malaysia Pahang
building	UMP Institutional Repository
collection	Online Access
language	English
topic	BF Psychology
spellingShingle	BF Psychology Husniah, Sahamid Developing critical thinking through Socratic Questioning: An Action Research Study
description	An action research study was conducted among 24 Form 4 level Malaysian students, aged 16. The duration of the study was five months and constituted 16 one-hour literature lessons (short stories from the secondary level Malaysian English Language Upper Secondary Level school syllabus). This paper describes my experience as a teacher-as-researcher to assist students to respond to teacher questions through Paul’s (1993) model of Socratic Questioning which claims to develop students’ critical thinking. Data was collected through researcher’s field notes, students’ writing tasks and student interviews which were analysed after each cycle of the action research study. Changes and adaptations were consequently made based on the data collected and upon teacher reflection to improve practice. The results of this study indicate that repeated practice of Socratic Questioning had a positive effect on student responses and writing tasks. Some of the factors affecting students’ performance included students’ language proficiency, weak reading ability and students’ anxiety towards the questioning method. These issues had to be addressed and dealt with, before Socratic Questioning could be properly implemented in the classroom
format	Article
author	Husniah, Sahamid
author_facet	Husniah, Sahamid
author_sort	Husniah, Sahamid
title	Developing critical thinking through Socratic Questioning: An Action Research Study
title_short	Developing critical thinking through Socratic Questioning: An Action Research Study
title_full	Developing critical thinking through Socratic Questioning: An Action Research Study
title_fullStr	Developing critical thinking through Socratic Questioning: An Action Research Study
title_full_unstemmed	Developing critical thinking through Socratic Questioning: An Action Research Study
title_sort	developing critical thinking through socratic questioning: an action research study
publisher	Australian International Academic Centre, Australia
publishDate	2016
url	http://umpir.ump.edu.my/id/eprint/14753/ http://umpir.ump.edu.my/id/eprint/14753/ http://umpir.ump.edu.my/id/eprint/14753/ http://umpir.ump.edu.my/id/eprint/14753/1/pbmsk-2016-husniah-Developing%20critical%20thinking%20through%20Socratic.pdf
first_indexed	2023-09-18T22:18:51Z
last_indexed	2023-09-18T22:18:51Z
_version_	1777415520369246208

Developing critical thinking through Socratic Questioning: An Action Research Study

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