Early Childhood Teachers’ Views About the Use of Questions in Early Childhood Education Program Assessment

Yıl 2019, Cilt: 8 Sayı: 2, 524 - 548, 30.06.2019

Aysun Turupcu Doğan Esra Ömeroğlu

https://doi.org/10.14686/buefad.481827

Öz

The aim of this study is to determine the
opinions of the pre-school teachers about the frequency of use of evaluation
questions in their education programs (descriptive, affective, questions on
objectives and questions association with social life). The sample was 323 preschool teachers. Data gathered through screening
model and Chi-Square Test χ² were used for data analysis. It was
determined that teachers prefer ‘descriptive questions’ and ‘questions on
objectives’ more than ‘affective questions’ and ‘questions association with
social life’. Additionally, there was not a significant difference between the
frequency of teachers’ use of questions association with social life and having
training/seminars on evaluation of young children.

Anahtar Kelimeler

Early childhood education, program assessment, evaluation questions

Okul Öncesi Eğitim Programının Değerlendirme Sorularının Kullanımına Yönelik Öğretmen Görüşleri

Öz

Bu
araştırmanın amacı okul öncesi öğretmenlerinin eğitim programlarında yer alan
değerlendirme sorularının (betimleyici, duyuşsal, kazanım ve göstergelere
yönelik, yaşamla ilişkilendirme) hangilerini kullandıklarını ve değerlendirme
konusu üzerine aldıkları eğitimin bu soruları kullanım sıklıklarına etkisi olup
olmadığına yönelik görüşlerini belirlemektir. Tarama modeli kullanılarak 323
okul öncesi öğretmenin görüşleri alınmış ve veriler iki değişken için kay-kare
Testi kullanılarak analiz edilmiştir. Öğretmenlerin betimleyici ve kazanım ve
göstergelere yönelik soruları duyuşsal ve yaşamla ilişkilendirme sorularına
göre daha çok tercih ettikleri sonucuna ulaşılmıştır. Ayrıca öğretmenlerin
değerlendirme konusu ile ilgili eğitim almış olmalarının özellikle yaşamla
ilişkilendirme sorularını kullanım sıklıkları arasında anlamlı bir fark
olmadığı belirlenmiştir.

Anahtar Kelimeler

Okul öncesi eğitimi, program değerlendirmesi, değerlendirme soruları

Kaynakça

• Barnette, J., Orletsky, S. & Sattes, B. (1994). Evaluation of teacher classroom questioning behaviors. Office of Educational Research and Improvement. Washington, ERIC Education resources Information Center (ED 377188).
• Bay, D.N. (2016). The question asking skills of preschool teacher candidate: Turkey and America example. Journal of Education and Training Studies, 4(1), 161- 169.
• Bay, D. N. & Hartman, D. K. (2015). Teachers asking questions in preschool. International Journal of Humanities and Social Science, 5(7/1), 60-76.
• Baysen, F. (2006). Öğretmenlerin sınıfta sordukları sorular ile öğrencilerin bu sorulara verdikleri cevapların düzeyleri [The levels of teacher questions and student answers]. Kastamonu Education Journal, 14(1), 21- 28.
• Borich, G. D. (2013). Effective teaching methods: Research- based practive (Eight edition). River, NJ: Pearson Education.
• Bricker, D., Pretti-Frontczak, K., Johnson, J., & Straka, E. (2002). Assessment, evaluation, and programming system for infants and children: Vol. 1. Administration guide (2nd ed.). Baltimore, MD: Paul H. Brooks.
• Büyüköztürk, Ş. Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel Araştırma Yöntemleri (17. Bs.) [Scientific research methods (17th ed.)]. Ankara: Pegem Academy Publishing.
• Büyüköztürk, Ş. (2014). Sosyal Bilimler İçin Veri Analizi El Kitabı: İstatistik, Araştırma Deseni, SPSS Uygulamaları ve Yorum (Genişletilmiş 19. bs.) [Handbook of Data Analysis for Social Sciences: Statistics, Research Design, SPSS Applications and Interpretation (19th ed.)]. Ankara: Pegem Academy Publishing.
• Büyükalan, F. (2002). Soru cevap yöntemine ilişkin öğretimin öğretmenlerin soru sorma düzeyi ve tekniklerine etkisi. [The effect of teaching of the question and answer method on teachers' questioning level and techniques].Doctorate Dissertation, Gazi University, Ankara, Turkey.
• Büyükalan Filiz, S. (2007). Öğretmenler için soru sorma sanatı [The art of questioning for teachers]. Ankara: Nobel Publishing.
• Carin, A., Bass, J., & Contant, T. (2005). Methods for teaching science as inquiry. USA: Pearson Merrill Prentice Hall.
• Cecil, L.N. & Preifer, J. (2011). The art of inquiry questioning strategies for K-6 clsrooms. MB Canada: Winnipeg. MB Canada: Portage & Main Press.
• Chin, C. & Osborne, J. (2008). Students’ questions: a potential resource for teaching and learning science. Studies in Science Education, 44(1), 1-39.
• Downs, A. & Strand, P.S. (2006). Using assessment to improve the effectiveness of early childhood education. J Child Fam Stud,15, 671–680 doi: 10.1007/s10826-006-9080-7.
• Erdoğan, I. & Campbell, T. (2008). Teacher questioning and interaction patterns in classrooms facilitated with differing levels of constructivist teaching practices. International Journal of Science Education, 30(14), 1891-1914.
• Fisher, R. (1987). Why problem solving? In R. Fisher (Ed.) Problem solving in primary schools. Basil Blackwell Ltd: Oxford.
• Kaya, S. & Elgun Ceviz, A. (2017). Pre-service teachers’ use of dynamic discourse variable during classroom teaching. Journal of Education and Practice, 8(12), 82-89.
• King, D. (2005). Inquiry dialogue in the kindergarten: A teacher action research study. Doctorate Dissertation, Capella University, USA.
• Kohn, A. (2015). Who’s asking? Educational Leadership, 73(1), 16- 22.
• Lee, Y. (2010). Blended teacher supports for promoting open-ended questioning in pre-k science activities. Doctorate Dissertation, University of Virginia, America.
• MacNaughton, G., & Williams, G. (2004).Teaching young chıldren choices in theory and practice. Australia: Ligare Pty. Ltd.
• Massey, S.L., Pence, K.L., Justice, L.M. & Bowles, R.P. (2008).Educators’ use of cognitively challenging questions in economically disadvantaged preschool classroom contexts. Early Education and Development, 19(2), 340–360. Doi:10.1080/10409280801964119.
• Meacman, S., Vukelich, C., Han, M., & Buell, M. (2014). Preschool teachers’ questioning in sociaodramatic play. Early Childhood Research Quarterly, 29(4), 562- 573.
• Milli Eğitim Bakanlığı (MEB) [Ministery of National Education (MoNE)] (2013). MEB Okul Öncesi Eğitim Programı 2013 [Ministery of National Education Early Childhood Education Program 2013]. Ankara,Turkey.
• McComas, W.F., & L. Abraham. (2005). Asking more effective questions. http://www.usc.edu/programs/cet/private/pdfs/usc/Asking_Better_Questions.pdf.
• McHill, D., & Dunkin, F. (2002). What is a good question? LITERACY Today, 8- 10.
• Muijs, D. & Reynolds, D. (2005). Effective Teaching –Evidence and Practice. London: Sage Publications.
• Nassaji, H. & Wells, G. (2000). What’s the use of Triadic Dialogue? An investigation of teacher-student interaction. Applied Linguistics, 21(3), 376-406.
• National Institute of Child Health and Human Development Early Child Care Research Network. (2002). Early child care and children’s development prior to school entry: Results from NICHD Study of Early Child Care. American Educational Research Journal, 39, 133–164.
• National Institute of Child Health and Human Development Early Child Care Research Network. (Eds.). (2005). Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development. New York, NY: Guilford Press.
• Petty, G. (1993). Teaching today (a practical guide). Cheltenham: Stanley Thornes (Publishers) Ltd.
• Sellappah, S., Hussey, T., Blackmore, A.M., & McMurray, A. (1998). The use of questioning strategies by clinical teachers. Journal of Advanced Nursing, 28(1), 142–148.
• Smolensky, E., & Gootman, J. A. (Eds.). (2003). Working families and growing kids: Caring for children and adolescents. Washington, DC: National Academies Press.
• Storey, S. (2004).Teacher questioning to improve early chıldhood reasoning. Doctorate Dissertation, Arizona University, America.
• Vogler, K.E. (2005). Improve Your Verbal Questioning. The Clearing House, 79(2), 98-103.
• Yang, M. (2006). A critical review of research on questioning in education: limitations of its positivistic basis. Asia Pacific Education Review, 7(2), 195-204.
• Yip, D. Y. (2004). Questioning skills for conceptual change in science instruction. Journal of Biological Education, 38(2), 76-83.
• Tan, Z. (2007). Questions in Chinese University EL Classrooms: What lies beyond it? RELC, 38(1), 87-103.
• Waterhouse, P. (1990). Classroom management (The Teaching and Learning Series). Stafford: Network Educational Press.