Teacher Communication In Bruneian Secondary Science Classes: Wait-Time
A study was undertaken to (a) explain the wait-time that reflects the cognitive processes involved in the construction and reconstruction of knowledge in interpreting questions and then providing responses and (b) compare the mean wait-time taken by students with the wait-time intended by teacher...
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Sains Malaysia
2010
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| Online Access: | http://eprints.usm.my/34583/1/APJEE_25_05_Harkirat_%2873-88%29.pdf http://eprints.usm.my/34583/ http://apjee.usm.my/APJEE_25_2010/APJEE_25_05_Harkirat%20(73-88).pdf |
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| Summary: | A study was undertaken to (a) explain the wait-time that reflects the cognitive
processes involved in the construction and reconstruction of knowledge in interpreting
questions and then providing responses and (b) compare the mean wait-time taken by
students with the wait-time intended by teachers, in both theory and practical classes in
Bruneian secondary schools. The recorded wait-time was explained using the
construction and reconstruction model of human learning proposed by Anderson and
Demetrius (1993). Wait-time differences between the theory and practical classes were
found to be statistically significant. There was also a significant variation in the waittime for three different categories of response to the questions – viz. responses by the
whole class, an individual student, and the teacher. The mean wait-time data recorded in
this study resembles that previously reported elsewhere. However, the wait-time for nonbilingual Bruneian students learning science in a second language includes a component
for language translation, which occurs during both the knowledge construction and
reconstruction phases. Further research is recommended to (a) evaluate the optimum
wait-time under the conditions that prevail in Bruneian science classes and (b) modify the
existing information-processing model or to develop new models to explain knowledge
construction and reconstruction in classes where non-bilingual students learn science in a
second language. |
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