Critical thinking skills in group discussion using the Peer Socratic Questioning (PSQ) technique / Zainab Ab. Rahman

The main aim of this qualitative study was to investigate the experiences of a group of TESL degree students using a questioning technique called Peer Socratic Questioning (PSQ) in their group discussion activities. Specifically, this study sought to examine the types of Socratic questions they aske...

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Main Author:	Ab. Rahman, Zainab
Format:	Thesis
Language:	English
Published:	2019
Subjects:	Elementary or public school education Elementary school teaching
Online Access:	https://ir.uitm.edu.my/id/eprint/49962/1/49962.pdf
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id	my-uitm-ir.49962
record_format	uketd_dc
spelling	my-uitm-ir.499622022-02-22T04:51:31Z Critical thinking skills in group discussion using the Peer Socratic Questioning (PSQ) technique / Zainab Ab. Rahman 2019-05 Ab. Rahman, Zainab Elementary or public school education. Elementary school teaching Critical thinking. Thinking skills. Creative thinking The main aim of this qualitative study was to investigate the experiences of a group of TESL degree students using a questioning technique called Peer Socratic Questioning (PSQ) in their group discussion activities. Specifically, this study sought to examine the types of Socratic questions they asked in their group discussions and how the questions influenced their critical thinking levels. This study also investigated the participants’ perception of the PSQ technique in improving their group discussion and the challenges the participants faced in using the PSQ technique. The study involved 20 participants from an Institute of Teacher Education located in Terengganu. The participants were Semester 2 Year 2 TESL students taking the ELT Methodology course. The participants were divided into five groups and were involved in six group discussions employing the PSQ technique. The study employed a qualitative research design where data was collected via reflective journal entries, video recordings of group discussions and the video recording of focus group interview. The data collection took 11 weeks to complete and the data was analysed by using the ATLAS.ti software. The findings of the study revealed that two main types of Socratic questions (conceptual clarification questions and questions probing viewpoints and perspectives) dominated the group discussions. These two types of questions not only helped the participants gain a better understanding of the topics of discussion but also more importantly showed that the PSQ technique enhanced participants’ critical thinking levels. This was evident in their ability to analyse and evaluate their own levels of thinking and they perceived that the PSQ technique increased their self-efficacy, confidence, engagement and personal development. The challenges that they faced while using the PSQ technique were not due to the technique itself but rather their lack of preparation and resources, language proficiency, unfamiliarity of the technique, the quality of questions asked and the topic of discussion. Overall, the participants perceived that the PSQ technique had improved their group discussion and would like to continue using it in subsequent discussions. With proper guidance, the PSQ technique would be a very helpful technique not only to promote and enhance critical thinking but also to improve learning in general. 2019-05 Thesis https://ir.uitm.edu.my/id/eprint/49962/ https://ir.uitm.edu.my/id/eprint/49962/1/49962.pdf text en public phd doctoral Universiti Teknologi MARA ( Kampus Puncak Alam ) Faculty of Education Teoh, Sian Hoon
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
advisor	Teoh, Sian Hoon
topic	Elementary or public school education Elementary school teaching Elementary or public school education Elementary school teaching
spellingShingle	Elementary or public school education Elementary school teaching Elementary or public school education Elementary school teaching Ab. Rahman, Zainab Critical thinking skills in group discussion using the Peer Socratic Questioning (PSQ) technique / Zainab Ab. Rahman
description	The main aim of this qualitative study was to investigate the experiences of a group of TESL degree students using a questioning technique called Peer Socratic Questioning (PSQ) in their group discussion activities. Specifically, this study sought to examine the types of Socratic questions they asked in their group discussions and how the questions influenced their critical thinking levels. This study also investigated the participants’ perception of the PSQ technique in improving their group discussion and the challenges the participants faced in using the PSQ technique. The study involved 20 participants from an Institute of Teacher Education located in Terengganu. The participants were Semester 2 Year 2 TESL students taking the ELT Methodology course. The participants were divided into five groups and were involved in six group discussions employing the PSQ technique. The study employed a qualitative research design where data was collected via reflective journal entries, video recordings of group discussions and the video recording of focus group interview. The data collection took 11 weeks to complete and the data was analysed by using the ATLAS.ti software. The findings of the study revealed that two main types of Socratic questions (conceptual clarification questions and questions probing viewpoints and perspectives) dominated the group discussions. These two types of questions not only helped the participants gain a better understanding of the topics of discussion but also more importantly showed that the PSQ technique enhanced participants’ critical thinking levels. This was evident in their ability to analyse and evaluate their own levels of thinking and they perceived that the PSQ technique increased their self-efficacy, confidence, engagement and personal development. The challenges that they faced while using the PSQ technique were not due to the technique itself but rather their lack of preparation and resources, language proficiency, unfamiliarity of the technique, the quality of questions asked and the topic of discussion. Overall, the participants perceived that the PSQ technique had improved their group discussion and would like to continue using it in subsequent discussions. With proper guidance, the PSQ technique would be a very helpful technique not only to promote and enhance critical thinking but also to improve learning in general.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Ab. Rahman, Zainab
author_facet	Ab. Rahman, Zainab
author_sort	Ab. Rahman, Zainab
title	Critical thinking skills in group discussion using the Peer Socratic Questioning (PSQ) technique / Zainab Ab. Rahman
title_short	Critical thinking skills in group discussion using the Peer Socratic Questioning (PSQ) technique / Zainab Ab. Rahman
title_full	Critical thinking skills in group discussion using the Peer Socratic Questioning (PSQ) technique / Zainab Ab. Rahman
title_fullStr	Critical thinking skills in group discussion using the Peer Socratic Questioning (PSQ) technique / Zainab Ab. Rahman
title_full_unstemmed	Critical thinking skills in group discussion using the Peer Socratic Questioning (PSQ) technique / Zainab Ab. Rahman
title_sort	critical thinking skills in group discussion using the peer socratic questioning (psq) technique / zainab ab. rahman
granting_institution	Universiti Teknologi MARA ( Kampus Puncak Alam )
granting_department	Faculty of Education
publishDate	2019
url	https://ir.uitm.edu.my/id/eprint/49962/1/49962.pdf
_version_	1783734816025346048

Critical thinking skills in group discussion using the Peer Socratic Questioning (PSQ) technique / Zainab Ab. Rahman

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