Analyzing the Role of Inquisitive Questions in Enhancing Deep Learning in Chemistry Courses of Pre-Service Teacher Education Students

Articles in Press

Document Type : Original Research

Authors

1 assistant professor

2 Department of Psychology and Counselling, Farhangian University

10.48310/itt.2025.18514.1080

Abstract

Curiosity is a natural tendency of individuals to ask questions when faced with confusing situations. Inquisitive questions play an important role in learning. However, there is limited information regarding the extent to which student teachers pose Inquisitive questions. The purpose of this study is to investigate the extent to which chemistry education student teachers utilize various Inquisitive questions to enhance their understanding and promote deeper learning of chemistry lessons during their pre-service teacher training.
This research employed a survey method. The statistical population consisted of 59 student teachers of Chemistry Education at Farhangian University in Shahid Beheshti Higher Education Center of Tehran, who participated in the study through complete enumeration. Data were collected using a researcher-developed questionnaire on Inquisitive questions and analyzed using SPSS software.
The findings indicated that the average of posing Inquisitive questions overall, as well as for each type questions, during the study of chemistry texts, while in classes, seminars, and reviewing chemistry materials, and during discussions; was significantly lower than the expected desirable level among student teachers. This finding was consistent across all types of Inquisitive questions.
Based on the findings of this research, it can be concluded that student teachers in the Chemistry Education program do not sufficiently utilize Inquisitive questions that could enhance their understanding and promote deeper learning of chemistry. It is recommended that both student teachers and faculty at Farhangian University become familiar with various types of Inquisitive questions.

Keywords

Main Subjects

Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 25 January 2026

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