Araştırma Makalesi
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2000-2018 arasında Türkiye’de Öğretmenlerin Soru Sorma Davranışlarının Sistematik Derlemesi

Yıl 2018, Cilt: 17 Sayı: 3, 0 - 0, 31.07.2019
https://doi.org/10.17051/ilkonline.2018.466389

Öz

Bu çalışmada öğretmenlerin soru hazırlama ve
sorgulama tekniklerini anlamak, soruları türleri ve bilişsel seviyeleri
açısından değerlendirmek ve öğretmenlerin öğrenme ortamlarında uyguladıkları
sorgulama tekniklerini belirlemek amacıyla 2000-2018 yılları arasında
Türkiye’de yapılan 37 araştırma sistematik olarak incelenmiştir. İncelenen
çalışmaların %86’sında nitel, %11’inde nicel, %3’ünde ise karma araştırma
deseni kullanılmıştır. İçerik analizi neticesinde üç ortak tema
oluşturulmuştur: Soru Türleri, Soruların Bilişsel Seviyesi ve Sorgulama
Teknikleri. Öğretmen ve öğretmen adaylarının öncelikle kısa ve tek bir cevabı
olan kapalı uçlu ve alt düzey düşünme seviyesindeki soruları sormayı tercih
ettikleri görülmüştür. Öğretmenlerin kullandıkları sorgulama tekniklerine
bakıldığında ise öğrencilerin seçimi, bekleme süresi, geribildirim ve düzeltme
sağlama, ipucu verme, soruları başkalarına yöneltme ya da yeniden ifade etme, beden
dili ve ses tonu kullanımı gibi çeşitli faktörlerin üzerinde durulmuştur. Elde
edilen bulgular ışığında, öğretmen ve öğretmen adaylarının soru hazırlama, soru
sorma ve sorgulama tekniklerini kullanımları açısından bilgi, beceri ve
tutumlarının geliştirilmesi gerekmektedir.

Kaynakça

  • Adams, N.C. (2005). Bloom’s taxonomy of cognitive learning objetives. Journal of the Medical Library Association, 103(3), 152-153. Akpınar, E. (2003). Ortaöğretim coğrafya dersleri yazılı sınav sorularının bilişsel düzeyleri [Cognitive levels of the written exam questions of the secondary schools geography courses]. Erzincan Eğitim Fakültesi Dergisi, 5(1), 13-21. Akpınar, E. & Ergin, Ö. (2004). Fen bilgisi öğretmenlerinin yazılı sınav sorularının değerlendirilmesi. XIII. Ulusal Eğitim Bilimleri Kurultayı, İnönü Üniversitesi Eğitim Fakültesi, Malatya. Akyol, H. (2001). İlköğretim okulları 5. Sınıf Türkçe kitaplarına okuma metinleriyle ilgili soruların analizi. Kuram ve Uygulamada Eğitim Yönetimi, 26 (26), 169-178. Akyol, H., Yıldırım, K., Ateş, S.& Çetinkaya, Ç. (2013). Anlamaya yönelik ne tür sorular soruyoruz. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 41-56. Albergaria Almeida, P. (2010). Classroom questioning: Teachers’ perceptions and practices. Procedia Social and Behavioral Sciences, 2, 305-309. Anderson, L W., Kratwohl, D., Airasian, P.W., Cruikshank, K.A., Mayer, R E., Pintrich, P.R , Ralhs, J., Nvillrock, M.C. (2001). A taxonomy for learning, teaclıing, and assessing: A revision of Bloom's taxonomy of educational objectives. U.S.: Addison Wesley Longıııan. Arslan, M. (2006). The role of questioning in the classroom. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 2, 81-103. Aslan, C. (2011). Effects of teaching applications for developing question asking skills on question forming skills of prospective teachers. Education and Science, 36 (160), 236-249. Aydemir, Y. & Çiftçi, Ö. (2008). A research on asking question ability of literature teacher candidates. Yüzüncü Yıl Eğitim Fakültesi Dergisi, 5(2), 103-115. Ayvacı, H. Ş. & Şahin, Ç. (2005). Fen bilgisi öğretmenlerinin ders sürecince ve yazılı sınavlarda sordukları soruların bilişsel seviyelerinin karşılaştırılması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 441-455. Ayvacı, H. Ş. & Türkdoğan, A. (2010). Yeniden yapılandırılan Bloom taksonomisine göre fen ve teknoloji dersi yazılı sorularının incelenmesi. Türk Fen Eğitimi Dergisi, 7(1), 13-25. Bay, N. (2016). The question asking skills of preschool teacher candidates: Turkey and America example. Journal of Education and Training Studies, 4(1), 161-169. Bay, N. & Alisinanoğlu, F. (2013). The effect of teaching questioning skills on types of pre- school teachers’ questions. Journal of Theoretical Educational Science, 6(1), 1-39. Baysen, E. (2006). Ögretmenlerin sınıfta sordukları sorular ile ögrencilerin bu sorulara verdikleri cevapların düzeyleri [The levels of teacher questions and student answers]. Kastamonu Egitim Dergisi, 14(1), 21-28. Baysen, E., Soylu, H. & Baysen F. (2003). Questioning and listening durations. Kastamonu Eğitim Dergisi, 11(1), 53-58. Bektaş, E. & Şahin, A. E. (2007). An analysis of fifth grade elementary school teachers’ questioning behaviors. Eurasian Journal of Educational Research, 28, 19-29. Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay. Blosser, P. E. (1991). How to ask the right questions. Washington, D.C: National Science Teachers Association Bond, N. (2007). 12 Questioning strategies that minimize classroom management problems. Kappa Delta Pi Record, 44(1), 18-21. Bümen, N. T. (2006). Program geliştirmede bir dönüm noktası: Yenilenmiş Bloom taksonomisi. Eğitim ve Bilim, 31(142), 3-14. Büyükalan Filiz, S. (2009). The effects of cathechetical method on the knowldge of teacher’s interrogation and the technique of interrogation. Journal of the Institute of Social Sciences, 3, 167-195. Cansüngü Koray, Ö., &Yaman, S. (2002). Fen bilgisi öğretmenlerinin soru sorma becerilerinin Bloom taksonomisine göre değerlendirilmesi [An assessment of questioning skills of science teacher according to Bloom’s taxonomy]. Kastamonu Education Journal, 10 (2), 317-324. Caram, C. A. & Davis, P.B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 42(1), 19-23. Chin, C. (2004). Questioning students in ways that encourage thinking. Teaching Science, 50 (4), 16-21. Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843. Cotton, K. (1988). Classroom questioning. School Improvement Research Series SIRS. Northwest Regional Educational Laboratory. Retrieved from: http://www.nwrel.org/ scpd/sirs/3/cu5.html Çakmak, M. (2009). Pre-service teachers’ thoughts about teachers’ questions in effective teaching process. Elementary Education Online, 8(3), 666-675. Çalışkan, H. (2011). 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Türkçe öğretmeni adaylarının hazırladığı soruların yeniden yapılandırılmış Bloom taksonomisine göre değerlendirilmesi [Evaluation of the questions prepared by Turkish language teacher candidates according to the revised Bloom’s taxonomy]. Kastamonu Eğitim Dergisi, 20(3), 965-982. Gall, M. (1984). Synthesis of research on teachers questioning. Educational Leadership, 42(13), 40-47. Göçer, A. (2011). Evaluation of written examination questions of Turkish language in accordance with Bloom’s taxonomy. Croation Journal of Education, 13 (2), 161-183. Göçer, A. (2016). Lisansüstü eğitim gören Türkçe öğretmenlerinin yazılı sınav sorularının incelenmesi [Investigation of written exam questions of Turkish teachers who upper graduate education]. Uşak Üniversitesi Sosyal Bilimler Dergisi, 9(3), 23. Graesser, A. C. & Person, N. K. (1994). Question asking during tutoring. American Journal of Educational Research, 31(1), 104-137. Graesser, A. C. & Olde, B. A. (2003). How does one know whether a person understand a device? The quality of the questions the person asks when the device breaks down. Journal of Educational Psychology, 95(3), 524-536. Güfta, H. & Zorbaz, H. Z. (2008). İlköğretim ikinci kademe Türkçe dersi yazılı sınav sorularının düzeyleri üzerine bir değerlendirme [A review regarding levels of written examination questions for Turkish courses of the secondary school]. Ç.U. Sosyal Bilimler Enstitüsü Dergisi, 17(1), 205-208. Gündüz, Y. (2009). İlköğretim 6,7 ve 8. sınıf fen ve teknoloji sorularının ölçme araçlarına ve Bloom’un bilişsel alan taksonomisine göre analizi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 150-165. Hamiloğlu, K. & Temiz, G. (2012). The impact of teacher questions on student learning in EFL. Journal of Educational and Instructional Studies in the World, 2(2), 1-8. Jiang, Y. (2014). Exploring teacher questioning as a formative assessment strategy. RELC Journal, 45(3), 287-304. Kavruk, H. & Çeçen, M. A. (2013). Türkçe dersi yazılı sınav sorularının bilişsel alan basamakları açısından değerlendirilmesi [Evaluation of Turkish language class exam questions in point of cognitive field levels]. Journal of Mother Tongue Education, 1(4), 1-9. Kawalkar, A. & Vijapurkar, J. (2013). Scaffolding science talk: The role of teachers’ questions in the inquiry classrooms. International Journal of Science Education, 35(12), 2004-2027. Kawanaka, T. & Stigler, J. W. (1999). Teachers’ use of questions in eight-grade mathematics classrooms in Germany, Japan and the United States. Mathematical Thinking and Learning, 1(4), 255-279. Koray, Ö., A. Altunçekiç ve S. Yaman (2005). The assessment according to the Bloom taxonomy of science teacher candidates' questioning skills. Pamukkale Üniversitesi Egitim Fakültesi Dergisi, 17, 33-39. Korkmaz, İ. (2009). The examination of elementary teachers’ effectiveness on using questioning strategies in their classrooms. 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Teacher questioning strategies in mathematical classroom discourse: A case study of two grade eight teachers in Tennessee, USA. Journal of Education and Practice, 7(21), 80-89. Meacham, S., Vukelich, C., Han, Mç & Buell, M. (2014). Early Childhood Research Quarterly, 29, 562-573. Murphy, P K., Wilkinson, I. A. G. & Soter, A. O. (2011). Instruction based on discussion. In Mayer & Alexander (Eds.), Handbook of research on learning and instruction (pp. 382-407). New York: Routledge. Naz, A., Khan, W., Khan, Q., Daraz, U. &Mujtaba, B. G. (2013). Teachers’ questioning effects on students communication in classroom performance. Journal of Education and Practice, 4(7), 148-158. Ong, K.K.A., Hart, C.E., &Chen, P. K. (2016). Promoting higher-order thinking through teacher questioning: a case study of a Singapore science classroom. New Waves Educational Research & Development, 19 (1), 1-19. Özcan, S. & Akcan, K. (2010). Fen bilgisi öğretmen adaylarının hazırladığı soruların içerik ve Bloom taksonomisine uygunluk yönünden incelenmesi [Examination of questions that are prepared by science teacher candidates from point of content and appropriateness to Bloom taxonomy]. Kastamonu Eğitim Dergisi, 18(1), 323-330. Öztürk Samur, A. & Soydan, S. (2013). A study examining preschool teachers2 questioning “strategies during Turkish class activities. Electronic Journal of Social Sciences, 12(46), 72-83. Rido, A. (2017). What do you see here from this picture?: Questioning strategies of master teachers in Indonesian vocational English classrooms. TEFLIN Journal, 28 (2), 198-211. Rowe, M. B. (1986). Wait time: slowing down may be a way of speeding up. Journal of Teacher Education, 37 (43), 43-50. Question (n.d.). In Cambridge online dictionary. Retrieved March 10, 2018 from:https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/question Sahin, A. (2013). 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A Systematic Review of Teachers’ Questioning in Turkey between 2000-2018

Yıl 2018, Cilt: 17 Sayı: 3, 0 - 0, 31.07.2019
https://doi.org/10.17051/ilkonline.2018.466389

Öz

This
study aimed at reviewing the research in Turkey to understand the current
condition on teachers’ questioning. Having
examined the studies between 2000-2018 years, 37 studies were found to be
eligible to include. Among these studies, 86%
of them were in qualitative, 11% of
them were in quantitative and 3% of
them were in mixed methods scope. To generate the most common themes, content
analysis was employed, and three themes were generated: Types of Questions,
Cognitive Levels of Questions, and Use of Questioning Techniques. Accordingly,
pre-service and in-service teachers generally asked closed-ended questions and
the questions at the lowest thinking levels. Studies mostly covered the
techniques related to the selection of students, wait time, providing feedback
and correctives, prompting and cueing, redirecting and rephrasing the question,
use of the body language and the voice. Regarding the findings, it is crucial
to develop both pre-service and in-service teachers’ skills on questioning.

Kaynakça

  • Adams, N.C. (2005). Bloom’s taxonomy of cognitive learning objetives. Journal of the Medical Library Association, 103(3), 152-153. Akpınar, E. (2003). Ortaöğretim coğrafya dersleri yazılı sınav sorularının bilişsel düzeyleri [Cognitive levels of the written exam questions of the secondary schools geography courses]. Erzincan Eğitim Fakültesi Dergisi, 5(1), 13-21. Akpınar, E. & Ergin, Ö. (2004). Fen bilgisi öğretmenlerinin yazılı sınav sorularının değerlendirilmesi. XIII. Ulusal Eğitim Bilimleri Kurultayı, İnönü Üniversitesi Eğitim Fakültesi, Malatya. Akyol, H. (2001). İlköğretim okulları 5. Sınıf Türkçe kitaplarına okuma metinleriyle ilgili soruların analizi. Kuram ve Uygulamada Eğitim Yönetimi, 26 (26), 169-178. Akyol, H., Yıldırım, K., Ateş, S.& Çetinkaya, Ç. (2013). Anlamaya yönelik ne tür sorular soruyoruz. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 41-56. Albergaria Almeida, P. (2010). Classroom questioning: Teachers’ perceptions and practices. Procedia Social and Behavioral Sciences, 2, 305-309. Anderson, L W., Kratwohl, D., Airasian, P.W., Cruikshank, K.A., Mayer, R E., Pintrich, P.R , Ralhs, J., Nvillrock, M.C. (2001). A taxonomy for learning, teaclıing, and assessing: A revision of Bloom's taxonomy of educational objectives. U.S.: Addison Wesley Longıııan. Arslan, M. (2006). The role of questioning in the classroom. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 2, 81-103. Aslan, C. (2011). Effects of teaching applications for developing question asking skills on question forming skills of prospective teachers. Education and Science, 36 (160), 236-249. Aydemir, Y. & Çiftçi, Ö. (2008). A research on asking question ability of literature teacher candidates. Yüzüncü Yıl Eğitim Fakültesi Dergisi, 5(2), 103-115. Ayvacı, H. Ş. & Şahin, Ç. (2005). Fen bilgisi öğretmenlerinin ders sürecince ve yazılı sınavlarda sordukları soruların bilişsel seviyelerinin karşılaştırılması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 441-455. Ayvacı, H. Ş. & Türkdoğan, A. (2010). Yeniden yapılandırılan Bloom taksonomisine göre fen ve teknoloji dersi yazılı sorularının incelenmesi. Türk Fen Eğitimi Dergisi, 7(1), 13-25. Bay, N. (2016). The question asking skills of preschool teacher candidates: Turkey and America example. Journal of Education and Training Studies, 4(1), 161-169. Bay, N. & Alisinanoğlu, F. (2013). The effect of teaching questioning skills on types of pre- school teachers’ questions. Journal of Theoretical Educational Science, 6(1), 1-39. Baysen, E. (2006). Ögretmenlerin sınıfta sordukları sorular ile ögrencilerin bu sorulara verdikleri cevapların düzeyleri [The levels of teacher questions and student answers]. Kastamonu Egitim Dergisi, 14(1), 21-28. Baysen, E., Soylu, H. & Baysen F. (2003). Questioning and listening durations. Kastamonu Eğitim Dergisi, 11(1), 53-58. Bektaş, E. & Şahin, A. E. (2007). An analysis of fifth grade elementary school teachers’ questioning behaviors. Eurasian Journal of Educational Research, 28, 19-29. Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay. Blosser, P. E. (1991). How to ask the right questions. Washington, D.C: National Science Teachers Association Bond, N. (2007). 12 Questioning strategies that minimize classroom management problems. Kappa Delta Pi Record, 44(1), 18-21. Bümen, N. T. (2006). Program geliştirmede bir dönüm noktası: Yenilenmiş Bloom taksonomisi. Eğitim ve Bilim, 31(142), 3-14. Büyükalan Filiz, S. (2009). The effects of cathechetical method on the knowldge of teacher’s interrogation and the technique of interrogation. Journal of the Institute of Social Sciences, 3, 167-195. Cansüngü Koray, Ö., &Yaman, S. (2002). Fen bilgisi öğretmenlerinin soru sorma becerilerinin Bloom taksonomisine göre değerlendirilmesi [An assessment of questioning skills of science teacher according to Bloom’s taxonomy]. Kastamonu Education Journal, 10 (2), 317-324. Caram, C. A. & Davis, P.B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 42(1), 19-23. Chin, C. (2004). Questioning students in ways that encourage thinking. Teaching Science, 50 (4), 16-21. Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843. Cotton, K. (1988). Classroom questioning. School Improvement Research Series SIRS. Northwest Regional Educational Laboratory. Retrieved from: http://www.nwrel.org/ scpd/sirs/3/cu5.html Çakmak, M. (2009). Pre-service teachers’ thoughts about teachers’ questions in effective teaching process. Elementary Education Online, 8(3), 666-675. Çalışkan, H. (2011). 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Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

Başak Çalık Bu kişi benim

Meral Aksu

Yayımlanma Tarihi 31 Temmuz 2019
Yayımlandığı Sayı Yıl 2018 Cilt: 17 Sayı: 3

Kaynak Göster

APA Çalık, B., & Aksu, M. (2019). A Systematic Review of Teachers’ Questioning in Turkey between 2000-2018. İlköğretim Online, 17(3). https://doi.org/10.17051/ilkonline.2018.466389
AMA Çalık B, Aksu M. A Systematic Review of Teachers’ Questioning in Turkey between 2000-2018. İOO. Temmuz 2019;17(3). doi:10.17051/ilkonline.2018.466389
Chicago Çalık, Başak, ve Meral Aksu. “A Systematic Review of Teachers’ Questioning in Turkey Between 2000-2018”. İlköğretim Online 17, sy. 3 (Temmuz 2019). https://doi.org/10.17051/ilkonline.2018.466389.
EndNote Çalık B, Aksu M (01 Temmuz 2019) A Systematic Review of Teachers’ Questioning in Turkey between 2000-2018. İlköğretim Online 17 3
IEEE B. Çalık ve M. Aksu, “A Systematic Review of Teachers’ Questioning in Turkey between 2000-2018”, İOO, c. 17, sy. 3, 2019, doi: 10.17051/ilkonline.2018.466389.
ISNAD Çalık, Başak - Aksu, Meral. “A Systematic Review of Teachers’ Questioning in Turkey Between 2000-2018”. İlköğretim Online 17/3 (Temmuz 2019). https://doi.org/10.17051/ilkonline.2018.466389.
JAMA Çalık B, Aksu M. A Systematic Review of Teachers’ Questioning in Turkey between 2000-2018. İOO. 2019;17. doi:10.17051/ilkonline.2018.466389.
MLA Çalık, Başak ve Meral Aksu. “A Systematic Review of Teachers’ Questioning in Turkey Between 2000-2018”. İlköğretim Online, c. 17, sy. 3, 2019, doi:10.17051/ilkonline.2018.466389.
Vancouver Çalık B, Aksu M. A Systematic Review of Teachers’ Questioning in Turkey between 2000-2018. İOO. 2019;17(3).