@article{oai:kansai-u.repo.nii.ac.jp:00018604,
 author = {Siddiquee, Muhammad Nur-E-Alam and Kubota, Kenichi and 久保田, 賢一},
 journal = {情報研究 : 関西大学総合情報学部紀要},
 month = {Jan},
 note = {Teachers' question is an essential part of teaching as well as indices of quality teaching. It can scaffold students' thought process towards meaningful learning. In order to be skillful in asking different types of effective questions to promote thinking, teachers need to know what kind of questions they are currently asked. Therefore, the study aims to explore teachers' questions at secondary level (Grade VI-X) in various science lesson discussions in Bangladesh context. Video recorded data of fourteen science lessons of thirteen teachers were used as data source of this study. Data were analyzed with coded category. The results revealed that the questions teachers asked while science content area instruction were mainly fall under remembering level category. Understanding, applying, analyzing and evaluating question were asked very infrequently. In this study, there was no question found in the creating level category. Analysis of the results indicated that teaching experiences and in-services trainings were found influential in teachers' questioning while gender and the subjects taught at graduation level, were not found as influential agent. Implications of the study were also discussed., 特集　久保田 賢一名誉教授　定年退職記念},
 pages = {25--36},
 title = {Teachers' Question in Science Lessons Discussion at Secondary Level of Bangladesh},
 volume = {52},
 year = {2021}
}