Professional Documents
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Rujukan: Sebagai Pemimpin. Kuala Lumpur: PTS Professional
Rujukan: Sebagai Pemimpin. Kuala Lumpur: PTS Professional
Abd. Ghafar Md. Din. (2003). Prinsip dan amalan pengajaran. Kuala Lumpur: Utusan
Publications & Distributors.
Abdullah Hassan, & Ainon Mohd. (2006). Guru sebagai pendorong dalam darjah.
Kuala Lumpur: PTS Professional.
Abdullah Sani Yahya, Abdul Rashid Mohamed, & Abdul Ghani Abdullah. (2007). Guru
sebagai pemimpin. Kuala Lumpur: PTS Professional.
Ainon Mohd., & Abdullah Hassan. (1997). Berfikir dalam darjah. Kuala Lumpur:
Utusan Publications & Distributors.
Albergaria-Almeida, P. (2010a). Classroom questioning: teachers' perceptions and
practices. Procedia - Social and Behavioral Sciences, 2(2), 305-309.
Albergaria-Almeida, P. (2010b). Questioning patterns and teaching strategies in
secondary education. Procedia - Social and Behavioral Sciences, 2, 751-756.
Allison, A. W., & Shrigley, R. L. (1986). Teaching children to ask operational questions
in science. Science Education, 70(1), 73-80.
Amidon, E., & Hunter, E. (1967). Improving teaching: The analysis of classroom verbal
interaction. NY: Holt, Rinehart and Winston.
Amir Awang. (1993). Teori-teori pembelajaran. Siri Pendidikan Fajar Bakti. Kuala
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Arfah Abdul Aziz. (1981). Strategies for communication between teachers and pupils in
a rural Malaysian school. Singapore: Singapore University Press.
Asghar, M., & Fraser, B. (1995). Classroom environment and attitudes to science in
Brunei Darussalam. Journal of Science and Mathematics Education in Southeast
Asia, 18(2), 38-51.
Aziz Salleh. (2007). Teknik berkomunikasi dan berinteraksi yang efektif. Shah Alam,
Selangor: Karisma.
Bailey, C. A. (2007). A guide to qualitative field research (Edisi ke-2). London: Pine
Forge Press.
Baram-Tsabari, A., Sethi, R. J., Bry, L., & Yarden, A. (2006). Using questions sent to an
ask-a-scientist site to identify children's interests in science. Science Education,
90(6), 1050-1072.
366
&
Buck, G. A., & Trauth-Nare, A. E. (2009). Preparing teachers to make the formative
assessment process integral to science teaching and learning. Journal of Science
Teacher Education, 20(5), 475-494.
Burden, P. R., & Byrd, D. M. (2003). Method for effective teaching (Edisi ke-3). Boston,
MA.
Cain, E. M., & Jones, R. C. (2005). Creative thinking questioning in the secondary
social studies classroom. Kertas kerja yang dibentangkan di Annual Research
Forum on Studies in Teaching: 2005 Research Digest, Wake Forest University
(http://www eric.ed.gov/ERICDOCS/data/ericdocs2/content_storage_01.
Cakmak, M. (2009). Pre service teachers' thoughts about teachers' questions in effective
teaching process. Elementary Education Online, 8(3), 666-675.
Callanan, M., Alba-Speyer, C., & Tenenbaum, H. (2000). Linking Home and School
Through Children's questions that Followed Family Science Workshops. http://
crede.bekeley.edu/research/sd/rb8.shtml.
Campbell, J., & Mayer, R. E. (2009). Questioning as an instructional method: Does it
affect learning from lectures? Applied Cognitive Psychology, 23(6), 747-759.
Caram, C. A., & Davis, P. B. (2005). Inviting student engagement with questioning.
Kappa Delta Pi Record, 42(1), 18-23.
Carin, A. A. (1993). Teaching science through discovery: Questioning and listening
(7th). New York, NY: Macmillan.
Carlsen, W. S. (1991). Questioning in classroom: A Sociolinguistic Perspective. Review
of Educational Research, 61, 157-178.
Carlson, M. O. B., Humphrey, G. E., & Reinhardt, K. S. (2003). Weaving science
inquiry and continuous assessment: Using formative assessment to improving
learning. Thousand Oaks, CA: Corwin Press.
Carr, D. (1998). The art of asking questions in the teaching of science. School Science
Review, 79(289), 47-50.
Cassidy, D. J., & DeLoache, J. S. (1995). The effect of questioning on young children's
memory for an event. Cognitive Development, 10(1), 109-130.
368
Clark, J., & Linder, C. (2006). Changing teaching, changing times: Lessons from a
South Africa township science classroom. Rotterdam, Netherlands: Sense
Publishers.
Cook, M. P. (2006). Visual representations in science education: The influence of prior
knowledge and cognitive load theory on instructional design principles. Science
Education, 90(6), 1073-1091.
Coombs, B. (2007). Successful teaching. Terjemahan: Siti Aishah Mohd Elias. Kuala
Lumpur: Institut Terjemahan Negara Malaysia.
Copeland, M. (2005). Socratic circles: Fostering critical and creative thinking in middle
and high school. Portland, OR: Stenhouse.
Costa, J., Caldeira, H., Gallastegui, J. R., & Otero, J. (2000). An analysis of question
asking on scientific text explaining natural phenomena. Journal of Research in
Science Teaching, 37(6), 602-614.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed method
approaches. London, UK: Sage.
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (Edisi ke-2). Singapore: Pearson.
Cuccio-Schirripa. (1999). Science question level and its relationship to seventh graders'
Interest and achievement in science. Journal of Elementary Science Education,
11(2).
Dahlgren, M. A., & Oberg, G. (2001). Questioning to learn and learning to question:
Structure and function of problem-based learning scenarios in environmental
science education. Higher Education, 41, 263-282.
Daniel, E. G. S. (1999). Corak konsepsi pelajar bagi konsep 'pertumbuhan'. Tesis
Doktor Falsafah yang tidak diterbitkan, , Universiti Sains Malaysia, Malaysia.
Daniels, H. (2001). Vygotsky and pedagogy. London: Routledge Falmer.
Davivongse, P. (1984). The effects of a training program on wait-time and the questions
asked by junior high school science teacher in Thailand. Tesis Doctor of
Philosophy yang tidak diterbitkan, Oregon State University.
Dillon, J. T. (1982). Cognitive correspondence between question/statement and
response. American Educational Research Journal, 19(4), 540-551.
Dillon, J. T. (1988). Questioning in education. Dlm. M. Meyer (Ed.), Questions and
questioning. Berlin, NY: Walter de Gruyter.
370
Groundwater-Smith, S., Ewing, R., & Cornu, R. L. (2003). Thing: Challenges dan
dilemmas (Edisi ke-2). Australia: Thomson.
Guerin, G. R., & Maier, A. S. (1983). Informal assessment in education. Palo Alto, CA:
Mayfield Publishing.
Habsah Hussin. (2006). Dimensions of questioning: A qualitative study of current
classroom practice in Malaysia. The Electronic Journal for English as a Second
Language,
10(2),
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Harper, K. A., Etkina, E., & Lin, Y. (2003). Encouraging and analyzing questions in a
large physics course: Meaningful patterns for instructors. Journal of Research in
Science Teaching, 40(8), 776-791.
Haslina Mohd Noor. (2006). The questioning behaviors of two secondary school
teachers. Tesis Sarjana Pendidikan yang tidak diterbitkan, Universiti Malaya.
Hayes, D. (2004). Effective verbal communication: Classroom talk. Great Britain, LD:
Hodder & Stoughton.
Heckathorn, D. D. (1997) Respondent-Driven sampling: A new approach to the study of
hidden popultions. Social Problems, 44(2), May 1997, 174
Heinze, A., & Erhard, M. (2006). How much time do students have to think about
teacher questions? An investigation of the quick succession of teacher questions
and students responses in the German mathematics classroom. ZMD, 38(5), 388398.
Ho, D. G. E. (2005). Why do teachers ask the questions they ask? Regional Language
Centre Journal, 36(3), 297-310.
Hofstein, A., Navon, O., Kipnis, M., & Mamlok-Naaman, R. (2005). Developing
students' ability to ask more and better questions resulting from inquiry-type
chemistry laboratories. Journal of Research in Science Teaching, 42(7), 791-806.
Huddle, P. A., White, M. D., & Rogers, F. (2000). Using a teaching model to correct
known misconceptions in Electrochemistry. Journal of Chemical Education,
77(1), 104-110.
Ishak Ismail, Yusof Ahmad, Nashuha Jamidin, Abdul Rahman Darus, & Chua Chong
Sair. (2000). Pelaksanaan pengajaran pembelajaran sains sekolah rendah oleh
guru-guru sains di sekitar bandar Sungai Petani, Kedah. Jurnal Penyelidikan
Maktab Perguruan Sultan Abdul Halim, Sungai Petani, Kedah, Jilid 4, 23-33.
372
373
375
Osman, M. E., & Hannafin, M. J. (1994). Effect of advance questioning and prior
knowledge on science learning. Journal of Educational Research, 88(1), 5-13.
Othman Lebar. (2006). Penyelidikan kualitatif: Pengenalan kepada teori dan metod.
Tanjung Malim, Malaysia: Penerbit Universiti Pendidikan Sultan Idris.
Panofsky, C. P., John-Steiner, V., & Blackwell, P. J. (1990). The development of
scientific concept and discourse. Dlm. L. C. Moll (Ed.), Vygotsky and education:
Introduction implications and applications of sociohistorical psychology. NY:
Cambridge University Press.
Parker, M., & Hurry, J. (2007). Teachers' use of questioning and modelling
comprehension skills in primary classrooms. Educational Review, 59(3), 299314.
Parkway, F. W., & Hardcastle, B. (1990). Becoming a teacher: Accepting the challenge
of a profession. Boston, MA: Allyn and Bacon.
Penick, J. E., Crow, L. W., & Bonnstetter, R. J. (1996). Questions are the answer. The
Science Teacher, 63(1), 26-29.
Poh Swee Hiang. (1996). Pedagogi sains 1: Kurikulum sains. Kuala Lumpur: Kumpulan
Budiman.
Pusat Perkembangan Kurikulum. (2004). Curriculum specifications: Chemistry form
four. Malaysia: Ministry of Education.
Rahmat Soe'oed. (2005). Keberkesanan aras soalan dalam pengajaran bahasa
Indonesia terhadap kemahiran berfikir kritis pelajar sekolah menengah rendah
di Kalimantan Timur, Indonesia. Tesis Doktor Falsafah yang tidak diterbitkan,
Fakulti Pendidikan, Universiti Kebangsaan Malaysia.
Ranton, K. B., & Milner, J. (2002). Teacher questioning types and patterns. Kertas kerja
yang dibentangkan di Annual Research Forum on Studies in Teaching: 2002
Research
Digest,
Wake
Forest
University
(http://www.eric.gov/ERICDOCS/data/ericdocs2/content_storage_01/0000000b/
80/31/cb/9a.pdf.
Rea-Ramirez, M. A., Nunez-Oviedo, M. C., & Clement, J. (2009). Role of discrepant
questioning leading to model element modification. Journal of Science Teacher
Education, 20(2), 95-111.
Rickards, T., & Fisher, D. (1999). Teacher-student classroom interaction among science
students of different sex and cultural background. Teacher in Science Education,
29(4), 445-455.
377
Riley, J. P. (1979). The effects preservice teacher's cognitive questioning level and
redirecting on student achievement. Kertas kerja ini telah dibentangkan di
Annual Meeting of the National Association for Research in Science Teaching.
Robiah Sidin. (1993). Classroom management. Kuala Lumpur: Penerbit Fajar Bakti.
Rojas-Drummond, S., & Mercer, N. (2003). Scaffolding the development of effective
collaboration and learning. International Journal of Educational Research, 39(12), 99-111.
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perceptions of a group of motivated learners. International Journal of Science
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perspektif guru. Tesis Doktor Falsafah yang tidak diterbitkan,
Fakulti
Pendidikan, Universiti Kebangsaan Malaysia.
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questions: A review of the intervention studies. Review of Educational Research,
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Interactions of context, content, and student responses. Journal of Research in
Science Teaching, 33(7), 709-736.
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scientific inquiry: Exploring teachers' practices and student learning. Educational
Assessment, 11(3-4), 205-235.
Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers' informal formative
assessment practices and students' understanding in the context of scientific
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Falsafah yang tidak diterbitkan, Fakulti Pendidikan, Universiti Kebangsaan
Malaysia.
Sa'adah Hj. Masrukin. (2004). Cognitive processes in conceptual change in
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379
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Kebangsaan Malaysia.
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