Sorgulayıcı Soruların Öğrenciler Üzerindeki Etkisi

Year 2018, , 60 - 80, 31.12.2018

Fatma Cumhur

https://doi.org/10.17522/balikesirnef.505920

Abstract

Bu çalışmada
öğrencilerin sınıf içi tartışmalarda veya matematiksel bir problem karşısında
verdikleri doğru, eksik ya da yanlış cevaplar karşısında öğretmenlerin
kullandığı sorgulayıcı soruların öğrenciler üzerindeki olumlu etkilerinin
ortaya çıkarılması amaçlanmıştır. Araştırmanın
örneklemini 55 ortaokul öğrencisi oluşturmaktadır. Veriler
öğrencilerin iki açık uçlu soruya verdikleri ayrıntılı cevaplardan elde
edilmiştir.
Verilerin
analizinde betimsel ve içerik analizi yoluna gidilmiştir. Betimsel
analize göre öğrenci görüşlerinden örnek alıntılara yer verilmiş ve betimsel
olarak yorumlanmıştır. İçerik analizine göre ise betimleyici
bilgilerin düzenlenmesine ve anlaşılır hale gelmesine yardımcı olacak temalar
ortaya çıkarılmıştır. Analiz sonuçlarına göre
öğrenciler sorgulayıcı soruların düşünmeyi geliştirme,  konuyu farklı açılardan ele alma, bazı
detayları fark etme, farklı ve pratik çözüm yollarını keşfetme, ne kadar
anladıkları konusunda kendilerini değerlendirme ve bunların sonucunda kalıcı
öğrenmelere sahip olma gibi bazı konularda olumlu yönde davranış değişikliğine
sahip olduklarını belirtmişlerdir.

Keywords

Sorgulayıcı sorular, soru sorma, öğrenci

The Effect of Probing Questions on Students

Abstract

In this study, it was aimed to reveal the effect of on the students'
learning of the probing questions for the correct, the incomplete or the
incorrect answers in the classroom discussions or the face of a mathematical problem.
The sample of the research consists of 55 middle school students. The data was
obtained from the detailed answers which given by the students to two
open-ended questions. In the analysis of the data, descriptive and content
analysis were used. According to descriptive analysis, sample quotations were
given place from student opinions and interpreted descriptively.
According to the content analysis, the themes that help to
organize the descriptive information and make it understandable were revealed.
As a result, students indicated that probing questions have
improved their thinking and they have had a
positive attitude change in some aspects, such as handling
a topic from different angles, noticing some details,
discovering different and practical solutions, evaluating how much they
understand, and having permanent learning.

Keywords

Probing questions, questioning, student

References

• Arslan, M. (2006). The role of questioing in the classroom. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 3(2), 81-103.
• Barth, James L. & Demirtaş, A. (1997). İlköğretim sosyal bilgiler öğretimi. YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, öğretmen eğitimi dizisi, Ankara.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
• Caram, C. A. & Davis, P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 42(1), 18-23.
• Chin, C. (2004). Questioning students in ways that encourage thinking. Teaching Science, 50(4), 16-21.
• Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315-1346.
• Cotton, K. 1988. Classroom questioning. North West Regional Educational Laboratory. Retrieved from http://www.learner.org/workshops/socialstudies/pdf/session6/6.Classro omQuestioning. pdf.
• Cumhur, F. (2016). Matematik öğretmeni adaylarının soru sorma davranışlarının gelişiminin incelenmesi: bir ders imecesi çalışması. Yayınlanmamış doktora tezi, Karadeniz Teknik Üniversitesi, Trabzon.
• Çelik, A. Ö. & Güzel, E. B. (2016). Bir matematik öğretmenin ders imecesi boyunca öğrencilerin düşüncelerini ortaya çıkaracak soru sorma yaklaşımları. Turkish Journal of Computer and Mathematics Education, 7(2), 365-392.
• Dantonio, M. & Beisenherz, P.C. (2001). Learning to question, questioning to learn. developing effective teacher questioning practices. Allyn & Bacon
• Dong, L., Seah, W. T. & Clarke, D. (2015). A case study of the pedagogical tensions in teacher's questioning practices when implementing reform-based mathematics curriculum in China. In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics education in the margins. Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, pp. 197–204. Sunshine Coast: MERGA.
• Döş, B., Bay, E., Aslansoy, C., Tiryaki, B., Çetin, N., & Duman, C. (2016). An analysis of teachers’ questioning strategies. Educational Research and Reviews, 11(22), 2065.
• Erdogan, 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.
• Franke, M. L., Webb, N. M., Chan, A. G., Ing, M., Freund, D. & Battey, D. (2009). Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60(4), 380-392.
• Gall, M. D. & Rhody, T. (1987). Review of Research on Questioning Techniques. In W.W.Wilen (Eds.), Questions, Questioning Techniques, and Effective Teaching (pp. 23-48). Washington, DC: National Education Association.
• Hähkiöniemi, M. (2013). Probing student explanation. In A. Lindmeier, & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 401-408). Kiel, Germany:PME.
• Harrop, A. & Swinson, J. (2003). Teachers’ questions in the infant, junior and secondaty school. Educational Studies, 29(1).
• Herbal-Eisenmann, B. A. & Breyfogle, M. L. (2005). Questioning our patterns of questioning. Mathematics Teaching in the Middle School, 10(9), 484-489.
• Ilaria, D. R. (2002). Questions that engage students in mathematical thinking. In Proceedings of Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 13, 1-4. (ED 471 774).
• Ilaria, D. R. (2009). Teacher questions that engage students in mathematical conversation. Unpublished doctoral dissertation, Rutgers University, New Brunswick.
• Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry.Journal of mathematics teacher education, 7(3), 203-235.
• Kosko, K. W. (2016). Primary teachers’ choice of probing questions: Effects of MKT and supporting student autonomy. IEJME,11(4), 991-1012.
• Martino, A. M., & Maher, C. A. (1999). Teacher questioning to promote justification and generalization in mathematics: What research practice has taught us. Journal of Mathematical Behavior, 18(1), 53-78.
• Milli Eğitim Bakanlığı [MEB]. (2013). Ortaöğretim matematik dersi (9, 10, 11, 12. Sınıflar) öğretim programı. Talim Terbiye Kurulu Başkanlığı, Ankara.
• Moyer, P. S. & Milewicz, E. (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education, 5, 293-315.
• Myhill, D. & Dunkin, F. (2005). Questioning learning. Language and Education, 19(5), 415-427.
• National Council of Teacher of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: Author.
• Olson, J. C., White, P. & Sparrow, L. (2011). Influence of lesson study on teachers’ mathematics pedagogy. In Lesson study Research and Practice in Mathematics Education (pp. 39-57). Dordrecht, The Netherlands: Springer.
• Rigelman, N. R. (2007). Fostering mathematical thinking and problem solving. Teaching Children Mathematics, 13(6).
• Shaunessy, E. (2005). Questioning strategies for teaching the gifted. Prufrock Press Inc.
• Şahin, A. & Kulm, G. (2008). Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions. Journal Math Teacher Education, 11:221–241.
• Şahin, A. (2015). The effects of quantity and quality of teachers’ probing and guiding questions on student performance. Sakary University Journal of Education, 5(1), 95-113.
• Tanışlı, D. (2013). İlköğretim matematik öğretmeni adaylarının pedagojik alan bilgisi bağlamında sorgulama becerileri ve öğrenci bilgileri. Eğitim ve Bilim, 38(169).
• Yenmez, A. A., Erbas, A. K., Cakiroglu, E., Cetinkaya, B., & Alacaci, C. (2017). Mathematics teachers’ knowledge and skills about questioning in the context of modeling activities. Teacher Development, 1-22.
• Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
• Way, J. (2008). Using questioning to stimulate mathematical thinking. Australian Primary Mathematics Classroom, 13(3), 22.
• Weiland, I. S., Hudson, R. A., & Amador, J. M. (2014). Preservice formative assessment interviews: The development of competent questioning. International Journal of Science and Mathematics Education, 12(2), 329-352.
• White, P. B. (2001). Conceptual questioning in the mathematics classroom. Unpublished master’s thesis, University of New Brunswick, Canada.