Innovative Practices in D.EL.ED Student Teachers with Reference to Learning Outcomes of Social Science: A Way to Improving the Questioning Skill

International Journal of Humanities and Social Science

© 2023 by SSRG - IJHSS Journal

Volume 10 Issue 1

Year of Publication : 2023

Authors : Jayamala Sethi

10.14445/23942703/IJHSS-V10I1P103

How to Cite?

Jayamala Sethi, "Innovative Practices in D.EL.ED Student Teachers with Reference to Learning Outcomes of Social Science: A Way to Improving the Questioning Skill," SSRG International Journal of Humanities and Social Science, vol. 10,  no. 1, pp. 13-17, 2023. Crossref, https://doi.org/10.14445/23942703/IJHSS-V10I1P103

Abstract:

Constructivist classrooms are structured in such a way that learners get deeply involved in learning experiences, meaning-making actions, imagination, hypothesising, and drawing inferences. The teacher must recognise how pupils use their experiences, prior knowledge and perception. So far, some topics like; ‘‘Our Environment, Atmosphere’etc. were selected for classroom transactions, and student teachers were involved in preparing questions. According to the constructivist approach, the student teachers were able to prepare questions in groups and individually on the social science topics. In order to conduct a study on developing questioning skills in social science in class VII, the researcher formulated the following objectives. These are; (a) to examine the present status of the student teachers in preparing the questions on the social science topics, (b) to develop the competencies of questioning skill through strategic intervention with reference to LOs of Social science, (c) to evaluate the competency of student teachers in preparing a variety of questions after orientation (d) to assess the achievement of students in social science. The tools like pre-test and post-test questions and model question papers were prepared by the researcher and administered for data collection. The sample was purposively selected and consisted of 50 numbers of student teachers of Govt. ETEI, Bagudi, Balasore for the study. After two weeks of intervention, a post-test was conducted, and it was found that only 65% of student teachers could make high-order questions, which was only 30% in the beginning. 80% of the student teachers could prepare worksheets based on social science concepts. Altogether, so many questions like probing questions, exploratory questions, thought answer type questions, multiple choice questions, and one-word answer type questions were developed during the workshop. They were of high order and low order. This strategy is useful for slow learners and high achievers. Other schools can also use these strategies.

Keywords:

Questioning skill, Intervention, Constructivist pedagogy, Student teachers.

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