The Nature of Questions Preschool Teachers Use in the Educational Process: How Can We Increase the Quality of Questions in Interactions with Children?

Year 2024, Volume: 8 Issue: 2, 169 - 187, 31.12.2024

Sümeyra Çelik Kahraman , Arzu Arıkan

https://doi.org/10.70740/eduref.1567470

Abstract

In the 21st century, children are expected to have such skills as critical thinking, innovative and creative perspective. To support these skills, it is important that teachers use questions that are of high quality. Asking high quality questions to children, detailing these questions carefully and providing the feedback to children will also support the skills of new generations to use such new technologies as artificial intelligence.
In this review article, first the importance of questions for children’s development and education was explained and then, the types of questions that preschool teachers use and when they use these questions were described. Finally, various suggestions to increase the quality of questions were offered. In this context, it is understood that preschool teachers focus more on certain types of questions than others during the education process. It was found that teachers had limited interactions with children and preferred low cognitive level, closed-ended questions more than high cognitive level, open-ended questions. Regarding the timing of the questions, it was observed that teachers interacted with children through questions in different activities such as reading-language, science, play activities. In conclusion, it is emphasized that teachers need professional development opportunities to develop high quality questions.

Keywords

Professional development, question asking skills, teacher questions, preschool education

Okul Öncesi Öğretmenlerinin Eğitim Sürecinde Başvurdukları Soruların Özellikleri: Çocuklarla Etkileşimlerde Soruların Niteliğini Nasıl Artırabiliriz?

Abstract

21. yüzyılda çocuklardan eleştirel düşünme, yenilikçi ve yaratıcı bakış açısı gibi becerilere sahip olmaları beklenmektedir. Bu becerilerin desteklenmesi için öğretmenlerin eğitim sürecinde nitelikli sorulara başvurması son derece önemlidir. Öğretmenlerin çocuklara nitelikli sorular yöneltmeleri, bu soruları özenle detaylandırmaları ve çocuklara verdikleri geri bildirimler yeni nesillerin yapay zekâ gibi çağın teknolojilerini kullanma becerilerini de destekleyecektir. Bu derleme makalede de önce çocukların gelişim ve eğitimi açısından soruların önemi açıklanmış ardından okul öncesi öğretmenlerinin başvurdukları soruların özellikleri ve bu sorulara ne zaman başvurdukları betimlenmiştir. Son olarak soruların niteliğini artırabilmek için çeşitli öneriler sunulmuştur. Bu bağlamda, öncelikle okul öncesi öğretmenlerinin eğitim sürecinde belli türde sorulara daha fazla odaklandıkları anlaşılmıştır. Öğretmenlerin çocuklarla sınırlı etkileşim kurdukları ve düşük bilişsel düzeyde kapalı uçlu soruları, yüksek bilişsel düzeyde açık uçlu sorulara göre daha fazla tercih ettikleri saptanmıştır. Soruların zamanlaması açısından öğretmenlerin kitap okuma-dil, fen, oyun etkinlikleri gibi farklı etkinliklerde çocuklarla sorular üzerinden etkileşim kurdukları görülmüştür. Sonuç olarak öğretmenlerin nitelikli sorular geliştirmeleri için mesleki gelişim fırsatlarına ihtiyaçları olduğu vurgulanmıştır.

Keywords

Mesleki gelişim, soru sorma becerileri, öğretmen soruları, okul öncesi eğitim

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