Türkçe Öğretmenlerinin Üst Düzey Soru Hazırlama Yeterlikleri

Abstract

Bu çalışmanın amacı, ana dili öğretmenlerinin üst düzey soru hazırlama yeterliliklerini incelemektir. Betimsel bir araştırma olarak tasarlanan bu çalışma, doküman analizi yöntemiyle gerçekleştirilmiştir. Araştırmanın verilerini Türkiye'nin orta ölçekli bir ilindeki ortaokullarda görev yapan anadili öğretmenlerinin hazırladığı sorular oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilmiş olan üst düzey soru hazırlama yönergesi kullanılmış, araştırmanın analizleri iki aşamada gerçekleştirilmiştir. İlk aşamada sorular Yenilenmiş Bloom Taksonomisi bağlamında incelenmiş, ikinci aşamada ise üst düzey düşünme becerisini ölçmeyi hedeflediğine karar verilen soruların hangi düşünme becerilerini ölçtüğünü belirlemek için kategorik içerik analizi yapılmıştır. Araştırma bulguları, öğretmenler tarafından yazılan soruların yalnızca %12,8'inin üst düzey düşünme becerilerini ölçtüğünü göstermiştir. Öğretmenler tarafından hazırlanan soruların büyük ölçüde anlam temelli yapılandırma, çıkarım, karşılaştırma ve uygulama düşünme becerilerini ölçmeye odaklandığı; öz değerlendirme, problem çözme, tartışma, sıralama ve sorgulama becerilerini ölçmede yetersiz kaldığı tespit edilmiştir. Bu araştırma öğretmenlerin üst düzey düşünmeye yönelik soru yazmada zorlandıklarını ve buna yönelik eğitim ihtiyaçları olduğunu ortaya koymuştur.

Keywords

• Ana dili öğretmenleri
• Düşünme becerileri
• Soru hazırlama yeterliği
• Üst düzey sorular
• Yenilenmiş Bloom Taksonomisi

Supporting Institution

Ordu University’s Scientific Research Comity

Project Number

A-2027.

Turkish Language Teachers’ Higher-Order Thinking Question Preparation Competencies

Abstract

The goal of this study is to examine native language teachers’ competencies in preparing higher-order thinking questions. Designed as a descriptive research, this study was conducted through a document analysis method. The data consisted of questions prepared by teachers employed in secondary schools in a medium-sized city in Turkey. A higher-order question preparation guideline was used as a data collection tool, and the analysis was carried out in two stages. First, the items were analyzed using Revised Bloom's Taxonomy. Second, a categorical content analysis was conducted to determine which thinking skills were measured by the questions that targeted higher-order thinking skills. Findings showed that only 12.8% of the questions measured higher-order thinking skills. It was also found that the questions largely focused on measuring meaning-based structuring, inference, comparison, and application thinking skills, while they were insufficient in measuring self-evaluation, problem solving, discussion, sequencing, and questioning skills. This research revealed that teachers had serious problems with authoring questions for higher-order thinking and that they needed immediate training in this regard.

Keywords

• Higher-order questions
• Native language teachers
• Question preparation competences
• Revised Bloom’s Taxonomy
• Thinking skills

Project Number

A-2027.

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