The Use of Socratic Questioning Techniques by Kindergarten Teachers in Project-Based Learning: A Preliminary Study
DOI:
https://doi.org/10.26877/paudia.v14i4.2377Keywords:
Socratic Questioning, Questioning Skills, Kindergarten TeachersAbstract
Teacher questioning skills play an essential role in project-based learning in early childhood education, particularly in stimulating children’s critical thinking skills. However, the Socratic Questioning technique as a reflective questioning approach has not been widely implemented at the kindergarten level. This study aims to describe the implementation of Socratic Questioning by kindergarten teachers in project-based learning, identify the challenges they face, and explore their needs for media that support reflective questioning skills. This research employed a descriptive qualitative approach involving eleven kindergarten teachers in Depok City selected through purposive sampling. Data were collected through observations, semi-structured interviews, and document analysis. Data were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that teachers have not yet applied Socratic Questioning optimally. Teachers predominantly use closed-ended questions, which are less effective in stimulating children’s critical thinking. The main challenges include limited conceptual understanding, time constraints in lesson planning, and concerns regarding children’s ability to respond to reflective questions. Teachers expressed the need for practical media, particularly visual guides, to support the application of reflective questioning techniques. Therefore, teachers require applicable Socratic Questioning-based learning media tailored to the early childhood context to enhance the quality of questioning skills in project-based learning.
References
Anderson, G., & Piro, J. (2014). Conversations in Socrates Café: Scaffolding Critical Thinking via Socratic Questioning and Dialogues. New Horizons for Learning, 11(1).
Anggraena, Y., Ginanto, D., Felicia, N., Andiarti, A., & Herutami, I. (2022). Panduan Pembelajaran dan Asesmen Pendidikan Anak Usia Dini, Pendidikan Dasar dan Menengah. In Badan Standar, Kurikulum, Dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi Republik Indonesia.
Anggraena, Y., Ginanto, R., Felicia, N., Andiarti, Herutami, I., Alhapip, L., Iswoyo, S., Hartini, Y., & Listyo Rizal. (2022). Pembelajaran dan Asesmen Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Menengah. https://kurikulum.kemdikbud.go.id/wp-content/uploads/2022/06/Panduan-Pembelajarn-dan-Asesmen.pdf
Cahyani, R., Yunarti, T., & Jl Soemantri Brodjonegoro No, L. (2019). Deskripsi Percakapan Kritis Matematis Siswa dalam Pembelajaran Socrates Saintifik. Jurnal Pendidikan Matematika Unila, 7(2), 259.
Chase, C. C., Marks, J., Malkiewich, L. J., & Connolly, H. (2019a). How teacher talk guidance during Invention activities shapes students’ cognitive engagement and transfer. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0170-7
Chase, C. C., Marks, J., Malkiewich, L. J., & Connolly, H. (2019b). How teacher talk guidance during Invention activities shapes students’ cognitive engagement and transfer. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0170-7
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1. https://doi.org/10.11648/j.ajtas.20160501.11
Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations. 1–112. https://doi.org/10.18690/um.feri.3.2024.2
Hsin, C. T., & Wu, H. K. (2023). Implementing a Project-Based Learning Module in Urban and Indigenous Areas to Promote Young Children’s Scientific Practices. Research in Science Education, 53(1), 37–57. https://doi.org/10.1007/s11165-022-10043-z
Hübscher, I., Esteve-Gibert, N., Igualada, A., & Prieto, P. (2017). Intonation and gesture as bootstrapping devices in speaker uncertainty. First Language, 37(1), 24–41. https://doi.org/10.1177/0142723716673953
Indrawati, E., Raharjo, T. J., & Formen, A. (2025). Hubungan Pemahaman dan Harapan Orang Tua dengan Pembelajaran Berbasis Proyek Ditinjau dari Usia dan Status Pendidikan. PAUDIA : Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Dini, 14(1), 183–196. https://doi.org/10.26877/paudia.v14i1.1285
Juniawati, R., Arifin, I., & Sutarno, S. (2025). Situational Leadership in Early Childhood Education: Strategies for Improving Teacher Competence. PAUDIA : Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Dini, 296–307. https://doi.org/10.26877/paudia.v14i2.1131
Kanat, K., & Temel, Z. F. (2025a). The Use of Questioning Strategies in the Development of Critical Thinking Skills in Children: A Qualitative Study of the Socratic Method. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01864-4
Kanat, K., & Temel, Z. F. (2025b). The Use of Questioning Strategies in the Development of Critical Thinking Skills in Children: A Qualitative Study of the Socratic Method. Early Childhood Education Journal, 0123456789. https://doi.org/10.1007/s10643-025-01864-4
Khalid, L., Bucheerei, J., & Issah, M. (2021). Pre-Service Teachers’ Perceptions of Barriers to Promoting Critical Thinking Skills in the Classroom. SAGE Open, 11(3). https://doi.org/10.1177/21582440211036094
Khusnidar, Abdullah, N., & Che Mustafa, M. (2018). Developing Cooperative Character To Children Through Project Approach ( PA ). Proceedings of the International Conference on the Roles of Parents in Shaping Children’s Characters (ICECED), 14–19.
Law, S.-Y. (2020). Critical literacy in early childhood education: Questions for critical conversations-Law | (Vol. 6).
Mayer, R. E., & Alexander, P. A. (2011). Handbook of Research on Learning and Instruction (E. R. Mayer & A. P. Alexander, Eds.; First). Routledge. https://www.routledge.com/Handbook-of-Research-on-Learning-and-Instruction/Mayer-Alexander/p/book/9781138831766?srsltid=AfmBOor5EdQU5PGBxZGjKz9-SMYb3vMD-Q_Fh01g-aGI3RlPATFmlDvC
Miles, M., & Huberman, M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (Second Edi). SAGE Publications Inc.
Nasir, M., Khurshid, R., & Zia, A. (2022). Developing Critical Thinking Skills in Early Years through Early Childhood Care and Education. Journal of Early Childhood Care and Education, 6(2), 1–26.
Paul, R., & Elder, L. (2005a). A Guide For Educators to Critical Thinking Competency Standards Standards, Principles, Performance Indicators, and Outcomes With a Critical Thinking Master Rubric. www.criticalthinking.org
Paul, R., & Elder, L. (2005b). A Guide For Educators to Critical Thinking Competency Standards Standards, Principles, Performance Indicators, and Outcomes With a Critical Thinking Master Rubric. www.criticalthinking.org
Paul, R., & Elder, L. (2006a). Critical Thinking Competency Standards: Guide for Educators. The Foundation for Critical Thinking. https://doi.org/10.5771/9781538133934-4
Paul, R., & Elder, L. (2006b). The Thinker’s Guide to The Foundation for Critical Thinking Socratic Questioning A Companion to: The Thinkers Guide to Analytic Thinking The Art of Asking Essential Questions Based on Critical Thinking Concepts & Tools. www.criticalthinking.org
Paul, R., & Elder, L. (2008). Critical Thinking: Strategies for Improving Student Learning, Part II. Research In Developmental Education, 15(4), 1–2. Retrieved from https://eric.ed.gov/?id=EJ868666
Polat, Ö., & Aydın, E. (2020). The effect of mind mapping on young children’s critical thinking skills. Thinking Skills and Creativity, 38. https://doi.org/10.1016/j.tsc.2020.100743
Safrudin, R., Zulfamanna, Kustati, M., & Nana Sepriyanti. (2023). Penelitian Kualitatif. Journal of Social Science Research, 3(2), 9680-9694. Retrieved from https://j-innovative.org/index.php/Innovative/article/view/1536
Sahamid, H. (2016). Developing critical thinking through Socratic Questioning: An Action Research Study. International Journal of Education and Literacy Studies, 4(3). https://doi.org/10.7575/aiac.ijels.v.4n.3p.62
Sakina, Hapidin, & Nurani, Y. (2025). Early Childhood Science Literacy Through Project Learning Using Loose Parts. PAUDIA : Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Dini, 159–173. https://doi.org/10.26877/paudia.v14i1.1156
Shahsavar, Z. (2013). Practicing Socratic questioning in a blended learning environment: an innovative strategy to promote critical thinking. International Journal of Social Media and Interactive Learning Environments, 1(2), 184. https://doi.org/10.1504/ijsmile.2013.053597
Shanmugavelu, G., Ariffin, K., Vadivelu, M., Mahayudin, Z., & R K Sundaram, M. A. (2020a). Questioning Techniques and Teachers’ Role in the Classroom. Shanlax International Journal of Education, 8(4), 45–49. https://doi.org/10.34293/education.v8i4.3260
Shanmugavelu, G., Ariffin, K., Vadivelu, M., Mahayudin, Z., & R K Sundaram, M. A. (2020b). Questioning Techniques and Teachers’ Role in the Classroom. Shanlax International Journal of Education, 8(4), 45–49. https://doi.org/10.34293/education.v8i4.3260
Yuliani, R., Abd Jabar, C. S., & Maryatun, I. B. (2023). The Influence of the Inquiry Project-Based Learning Model on Critical Thinking Skills in Early Childhood: A Quantitative Experimental Study. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 8(3), 193–202. https://doi.org/10.14421/jga.2023.83-08
Zhao, Y., Huang, T., Wang, H., & Geng, J. (2023). Personalized Teaching Questioning Strategies Study Based on Learners’ Cognitive Structure Diagnosis. Behavioral Sciences, 13(8). https://doi.org/10.3390/bs13080660
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ros Gestasia, Sofia Hartati, Iva Sarifah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
