BibTex RIS Kaynak Göster

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Yıl 2017, Cilt: 6 Sayı: 3, 297 - 318, 01.12.2017

Öz

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Kaynakça

  • Adedoyin, O. (2010). An investigation of the effects of teachers’ classroom questions on the achievements of students in mathematics: Case study of Botswana com- munity junior secondary schools. European Journal of Educational Studies, 2(3), 313-328.
  • Almeida, P. A. (2010). Questioning patterns, questioning profiles and teaching strategi- es in secondary education. The International Journal of Learning,17(1), 587-600.
  • Arslan, S., ve Ozpınar, I. (2008). Teachers qualifications: Comparison between pri- mary school curriculum expectations and teachers acquisitions in education facul- ties. Necatibey Faculty of Education Electronic Journal of Science and Mathema- tics Education, 2(1), 38-63.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389-407.
  • Borich, G. D. (2007). Effective teaching methods: Research based practices (6th Ed.) Upper Saddle River, NJ: Prentice Hall.
  • Brualdi, A. C. (1998). Classroom questions. Practical Assessment, Research & Evalu- ation, 6(6). Retrieved from http://PAREonline.net/getvn.asp?v=6&n=6 at October 12, 2013.
  • Cakmak, M. (2009). Pre-service teachers’ thoughts about teachers’ questions in effec- tive teaching process. Elementary Education Online, 8(3), 666-675.
  • Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers’ early con- ceptions of classroom practice. Teaching and Teacher Education, 7(1), 1–8.
  • Caram, C. A., & Davis, P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 42(1), 18-23.
  • Celik, A., O., & Guzel, E., B. (2016). A mathematics teacher’s questioning approaches for revealing students’ thinking during lesson study. Turkish Journal of Computer and Mathematics Education, I(2), 365-392.
  • Cherry, G. (2004). An overview of Jerone Brunner his theory of constructivism. Ret- rieved from http://ww2.odu.edu/educ/roverbau/Class_Websites/761_Spring_04/ Assets/cour se_docs/ID_Theory_Reps_Sp04/Bruner-Cherry.pdf at July 20, 2014
  • Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315- 1346.
  • Corbin, J. M., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
  • Cotton, K. (1988). Classroom questioning, Close-up No. 5. Portland, OR: North Regi- onal Educational Laboratory.
  • Cumhur, F. & Güven, B. (2014). Matematik Öğretmen Adaylarının Soru Sorma Be- cerilerinin Bazı Değişkenler Açısından İncelenmesi, XI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Bildiri Kitapçığı, 11-14 Eylül, Çukurova Üniversite- si, Adana, s.295-296.
  • Cumhur, F. (2016). Matematik öğretmeni adaylarının soru sorma davranışlarının ge- lişiminin incelenmesi: Bir ders imecesi çalışması. Yayımlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi, Trabzon.
  • Dyer, J. E. (2008). Effective questioning techniques. Gainesville, FL: University of Florida, IFAS Extension. Retrieved from http://edis.ifas.ufl.edu/pdffiles/WC/ WC08400.pdf at June 15, 2015
  • Ellis, K. (1993). Teacher questioning behavior and student learning: What research says to teachers. Retrieved from ERIC database. (ED359572).
  • Erdogan, M. (2007). Yeni gelistirilen dorduncu ve besinci sınıf fen ve teknoloji der- si ogretim programının analizi: Nitel bir calısma. Türk Egitim Bilimleri Dergisi, 5(2), 221-259.
  • Erlandson, D. A., Harris, E.L., Skipper, B.L., & Allen, S.D. (1993). Doing Naturalistic Inquiry: A Guide to Methods. Newbury Park, CA: Sage.
  • Franke, M. L., Webb, N. M., Chan, A., Battey, D., Ing, M., Freund, D., & Tondra, D. (2007). Eliciting student thinking in elementary school mathematics classrooms. Los Angeles, California: National Center for Research on Evaluation, Standards, and Student Testing Center for the Study of Evaluation. Retrieved on November 13, 2009 from http://www.cse.ucla.edu/products/reports/R725.pdf at August 11, 2014
  • 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 scho- ol classrooms. Journal of Teacher Education, 60(4), 380-392.
  • Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of pre- service teachers’ professional perspectives. Teaching and Teacher Education, 4, 121–137.
  • Gomleksiz, M. N., ve Bulut, I. (2007). Yeni fen ve teknoloji dersi ogretim programının uygulamadaki etkililiginin degerlendirilmesi. Hacettepe Universitesi Egitim Fa- kultesi Dergisi, 32(32), 76-88.
  • Guzel, E. B. (2008). Yapılandırmacı öğrenme yaklaşımının matematik öğretmen aday- larının matematiksel düşünme süreçlerine olan etkisi. e-Journal of New World Sciences Academy, 3(4),678-688.
  • Harrop, A., & Swinson, J. (2003). Teachers’ questions in the infant, junior and secon- dary school. Educational Studies, 29(1), 49-57.
  • Hahkioniemi, 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.
  • Ilaria, D. R. (2002). Questions that engage students in mathematical thinking. In Proceedings of Annual Meeting of the North American Chapter of the Interna- tional Group for the Psychology of Mathematics Education (13p.), Vols. 1-4. (ED471774).
  • Kearney, A., & Kaplan, S. (1997). Toward a methodology for the measurement of knowledge structures of ordinary people: The conceptual content cognitive cap (3CM). Environment and Behavior, 29(5), 579–589.
  • Kreide, A., Turner, C. E. & Tomlinson, A. (2015). Pre-service teachers development of questioning skills through common core aligned exemplar videotaped math lessons. Hawaii University International Conferences, June 13 - 15, Hawaii.
  • Kosko, K. W., Rougee, A., & Herbst, P. (2014). What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom?. Mathe- matics Education Research Journal, 26(3), 459-476.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • 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.
  • Matteson, S. M., Ganesh, B. S., Coward, F. L., & Patrick, P. (2012). Middle level preservice mathematics teachers’ mental representations of classroom floor plans. Teaching Education, 23(4), 429-450.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Metz, M. L. D. (2007). A study of high school mathematics teachers’ ability to identify and create questions that support students’ understanding of mathematics. Un- published doctoral dissertation, University of Pittsburgh, Pittsburgh.
  • MoNE. (2013). Secondary mathematics (9th, 10th, 11th, 12th grades) curriculum. Retrie- ved from http://www.matematikciyiz.biz/matematik_ogretim_programi_9-12.pdf at December 17, 2014
  • 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.
  • Nielsen, L. S. (2009). The relationship between pedagogical content knowledge and mathematics teacher questioning strategies. Unpublished doctoral dissertation, Louisiana Tech University.
  • 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.
  • Ozturk, N., Hasturk, H. G. Y., ve Demir, R. (2013). İlkögretim 4-5. sınıf fen ve tekno- loji dersi ogretim programlarındaki olcme ve degerlendirme yöntemlerine iliskin ogretmen gorusleri. Dicle Universitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20, 25-36.
  • Redfield, D. L., & Rousseau, E. W. (1981). A meta-analysis of experimental research on teacher questoining behavior. Review of Educational Research. 51, 237-245.
  • Rigelman, N. R. (2007). Fostering mathematical thinking and problem solving. Teac- hing Children Mathematics, 13(6), 308-314.
  • Sahin, A. (2007). The Effect of Types, Quantity, and Quality of Questioning in Imp- roving Students’ Understanding. Doctoral Dissertation, Texas A&M University.
  • Sahin, A. & Kulm, G. (2008). Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions. Journal of Mathematics Teacher Educa- tion, 11(3), 221-241.
  • Sahin, A. (2008). The effects of teachers’ types, quantity, and quality of teacher ques- tions students achievement. In G. Kulm, (Ed.) Teacher knowledge and practice in middle grades mathematics (pp. 19-27). Rotterdam, The Netherlands: Sense.
  • Sahin, A. (2013). Teachers’ Awareness and Acquisition of Questioning Strategies: A Case Study. Sakarya University Journal of Education, 3/3 (Aralık /December) ss. 17-36.
  • Sahin, A. (2015). The effects of quantity and quality of teachers’ probing and guiding questions on student performance. Sakarya University Journal of Education, 5(1), 95-113.
  • Shahrill, M. (2013). Review of effective teacher questioning in mathematics classro- oms. International Journal of Humanities and Social Science, 3(17), 224-231.
  • Stake, R. (1998). Case studies. In N. Denzin & Y. Lincoln (Eds.), Strategies of quali- tative inquiry (pp. 236-247). Thousand Oaks, CA: Sage.
  • Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications, Inc.
  • Subramaniam, S. R. (2005). Trainee teacher practices: A case study. Journal of Science and Mathematics Education in Southeast Asia, 28(2), 96-116.
  • Tanisli, D. (2013). Preservice primary school mathematics teachers’ questioning skills and knowledge of students in terms of pedagogical content knowledge. Education and Science, 38(169), 80-95.
  • Tanisli, D. & Kose, N. Y. (2013). Pre-service mathematics teachers’ knowledge of students about the algebraic concepts. Australian Journal of Teacher Education, 38(2), 1-18.
  • Vogler, K. E. (2005). Improve your verbal questioning. The Clearing House, 79(2), 98-103.
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological pro- cesses. Cambridge, MA: Harvard University Press.
  • Yesil, R. & Korkmaz, O. (2013). Ogrenci ve ogretmen sorularına dayalı farklı ogretim uygulamalarının ogrencilerin akademik basarısına etkisi. The Journal of Acade- mic Social Science Studies, 6(1), 1567-1585.
  • Way, J. (2008). Using questioning to stimulate mathematical thinking. Australian Pri- mary Mathematics Classroom, 13(3), 22.
  • Weiland, I. S., Hudson, R. A., & Amador, J. M. (2014). Preservice formative assess- ment interviews: The development of competent questioning. International Jour- nal of Science and Mathematics Education, 12(2), 329-352.
  • Wilen, W., & Clegg A. (1986). Effective questions and questioning: A research review. Theory and Research in Social Education, 14(2), 153-61.
  • Wood, A. T. & Anderson, C. H. (2001). The case study method: Critical thinking en- hanced by effective teacher questioning skills. Paper presented at the Annual In- ternational Conference of the World Association for Case Method Research & Application, Lund, Sweden. (ED455221).
  • Wragg, E. C., & Brown, G. (2001). Questioning in the secondary school, London, England: Routledge Falmer.
  • Zhang, M., Lundeberg, M., McConnell, T. J., Koehler, M. J., & Eberhardt, J. (2010). Using questioning to facilitate discussion of science teaching problems in teacher professional development. Interdisciplinary Journal of Problem-Based Learning, 4(1), 56-82.
  • Zhang, Y. & Patrick, P. (2012). Introducing questioning techniques to pre-service teac- hers. Journal of Teacher Education and Educators,1(2), 159-184.
  • Zuya, H. E. (2014). Mathematics teachers’ responses to students’ misconceptions in algebra. International Journal of Research in Education Methodology, 6(2), 830- 836.

Mathematics and Science Teacher Candidates’ Beliefs of Developing Questioning Skills in Turkey

Yıl 2017, Cilt: 6 Sayı: 3, 297 - 318, 01.12.2017

Öz

The purpose of this instrumental case study is to investigate mathematics and science teacher candidates’ (TCs) beliefs about questioning and acquisition of questioning skills. Twentyeight seniors from a major university in northern Turkey volunteered for the study. We conducted one to one semi-structured interviews with 10 of the TCs, the remaining 18 TCs provided their answers via e-mail. We utilized the constant comparison method in analyzing the interview transcripts. The coding of 28 transcripts revealed five fundamental themes: roles of questioning techniques in education, development of questioning skills, roles of colleges in developing questioning skills, roles of internships in developing questioning skills, and factors preventing students from answering questions. Results indicated that even though questioning is seen as a critical skill by teacher candidates, the theories and practices about developing questioning skills during the teacher canditates’ training in Turkey is inadequate and there is a need for more emphasis on questioning during college and student internship

Kaynakça

  • Adedoyin, O. (2010). An investigation of the effects of teachers’ classroom questions on the achievements of students in mathematics: Case study of Botswana com- munity junior secondary schools. European Journal of Educational Studies, 2(3), 313-328.
  • Almeida, P. A. (2010). Questioning patterns, questioning profiles and teaching strategi- es in secondary education. The International Journal of Learning,17(1), 587-600.
  • Arslan, S., ve Ozpınar, I. (2008). Teachers qualifications: Comparison between pri- mary school curriculum expectations and teachers acquisitions in education facul- ties. Necatibey Faculty of Education Electronic Journal of Science and Mathema- tics Education, 2(1), 38-63.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389-407.
  • Borich, G. D. (2007). Effective teaching methods: Research based practices (6th Ed.) Upper Saddle River, NJ: Prentice Hall.
  • Brualdi, A. C. (1998). Classroom questions. Practical Assessment, Research & Evalu- ation, 6(6). Retrieved from http://PAREonline.net/getvn.asp?v=6&n=6 at October 12, 2013.
  • Cakmak, M. (2009). Pre-service teachers’ thoughts about teachers’ questions in effec- tive teaching process. Elementary Education Online, 8(3), 666-675.
  • Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers’ early con- ceptions of classroom practice. Teaching and Teacher Education, 7(1), 1–8.
  • Caram, C. A., & Davis, P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 42(1), 18-23.
  • Celik, A., O., & Guzel, E., B. (2016). A mathematics teacher’s questioning approaches for revealing students’ thinking during lesson study. Turkish Journal of Computer and Mathematics Education, I(2), 365-392.
  • Cherry, G. (2004). An overview of Jerone Brunner his theory of constructivism. Ret- rieved from http://ww2.odu.edu/educ/roverbau/Class_Websites/761_Spring_04/ Assets/cour se_docs/ID_Theory_Reps_Sp04/Bruner-Cherry.pdf at July 20, 2014
  • Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315- 1346.
  • Corbin, J. M., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
  • Cotton, K. (1988). Classroom questioning, Close-up No. 5. Portland, OR: North Regi- onal Educational Laboratory.
  • Cumhur, F. & Güven, B. (2014). Matematik Öğretmen Adaylarının Soru Sorma Be- cerilerinin Bazı Değişkenler Açısından İncelenmesi, XI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Bildiri Kitapçığı, 11-14 Eylül, Çukurova Üniversite- si, Adana, s.295-296.
  • Cumhur, F. (2016). Matematik öğretmeni adaylarının soru sorma davranışlarının ge- lişiminin incelenmesi: Bir ders imecesi çalışması. Yayımlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi, Trabzon.
  • Dyer, J. E. (2008). Effective questioning techniques. Gainesville, FL: University of Florida, IFAS Extension. Retrieved from http://edis.ifas.ufl.edu/pdffiles/WC/ WC08400.pdf at June 15, 2015
  • Ellis, K. (1993). Teacher questioning behavior and student learning: What research says to teachers. Retrieved from ERIC database. (ED359572).
  • Erdogan, M. (2007). Yeni gelistirilen dorduncu ve besinci sınıf fen ve teknoloji der- si ogretim programının analizi: Nitel bir calısma. Türk Egitim Bilimleri Dergisi, 5(2), 221-259.
  • Erlandson, D. A., Harris, E.L., Skipper, B.L., & Allen, S.D. (1993). Doing Naturalistic Inquiry: A Guide to Methods. Newbury Park, CA: Sage.
  • Franke, M. L., Webb, N. M., Chan, A., Battey, D., Ing, M., Freund, D., & Tondra, D. (2007). Eliciting student thinking in elementary school mathematics classrooms. Los Angeles, California: National Center for Research on Evaluation, Standards, and Student Testing Center for the Study of Evaluation. Retrieved on November 13, 2009 from http://www.cse.ucla.edu/products/reports/R725.pdf at August 11, 2014
  • 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 scho- ol classrooms. Journal of Teacher Education, 60(4), 380-392.
  • Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of pre- service teachers’ professional perspectives. Teaching and Teacher Education, 4, 121–137.
  • Gomleksiz, M. N., ve Bulut, I. (2007). Yeni fen ve teknoloji dersi ogretim programının uygulamadaki etkililiginin degerlendirilmesi. Hacettepe Universitesi Egitim Fa- kultesi Dergisi, 32(32), 76-88.
  • Guzel, E. B. (2008). Yapılandırmacı öğrenme yaklaşımının matematik öğretmen aday- larının matematiksel düşünme süreçlerine olan etkisi. e-Journal of New World Sciences Academy, 3(4),678-688.
  • Harrop, A., & Swinson, J. (2003). Teachers’ questions in the infant, junior and secon- dary school. Educational Studies, 29(1), 49-57.
  • Hahkioniemi, 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.
  • Ilaria, D. R. (2002). Questions that engage students in mathematical thinking. In Proceedings of Annual Meeting of the North American Chapter of the Interna- tional Group for the Psychology of Mathematics Education (13p.), Vols. 1-4. (ED471774).
  • Kearney, A., & Kaplan, S. (1997). Toward a methodology for the measurement of knowledge structures of ordinary people: The conceptual content cognitive cap (3CM). Environment and Behavior, 29(5), 579–589.
  • Kreide, A., Turner, C. E. & Tomlinson, A. (2015). Pre-service teachers development of questioning skills through common core aligned exemplar videotaped math lessons. Hawaii University International Conferences, June 13 - 15, Hawaii.
  • Kosko, K. W., Rougee, A., & Herbst, P. (2014). What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom?. Mathe- matics Education Research Journal, 26(3), 459-476.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • 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.
  • Matteson, S. M., Ganesh, B. S., Coward, F. L., & Patrick, P. (2012). Middle level preservice mathematics teachers’ mental representations of classroom floor plans. Teaching Education, 23(4), 429-450.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Metz, M. L. D. (2007). A study of high school mathematics teachers’ ability to identify and create questions that support students’ understanding of mathematics. Un- published doctoral dissertation, University of Pittsburgh, Pittsburgh.
  • MoNE. (2013). Secondary mathematics (9th, 10th, 11th, 12th grades) curriculum. Retrie- ved from http://www.matematikciyiz.biz/matematik_ogretim_programi_9-12.pdf at December 17, 2014
  • 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.
  • Nielsen, L. S. (2009). The relationship between pedagogical content knowledge and mathematics teacher questioning strategies. Unpublished doctoral dissertation, Louisiana Tech University.
  • 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.
  • Ozturk, N., Hasturk, H. G. Y., ve Demir, R. (2013). İlkögretim 4-5. sınıf fen ve tekno- loji dersi ogretim programlarındaki olcme ve degerlendirme yöntemlerine iliskin ogretmen gorusleri. Dicle Universitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20, 25-36.
  • Redfield, D. L., & Rousseau, E. W. (1981). A meta-analysis of experimental research on teacher questoining behavior. Review of Educational Research. 51, 237-245.
  • Rigelman, N. R. (2007). Fostering mathematical thinking and problem solving. Teac- hing Children Mathematics, 13(6), 308-314.
  • Sahin, A. (2007). The Effect of Types, Quantity, and Quality of Questioning in Imp- roving Students’ Understanding. Doctoral Dissertation, Texas A&M University.
  • Sahin, A. & Kulm, G. (2008). Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions. Journal of Mathematics Teacher Educa- tion, 11(3), 221-241.
  • Sahin, A. (2008). The effects of teachers’ types, quantity, and quality of teacher ques- tions students achievement. In G. Kulm, (Ed.) Teacher knowledge and practice in middle grades mathematics (pp. 19-27). Rotterdam, The Netherlands: Sense.
  • Sahin, A. (2013). Teachers’ Awareness and Acquisition of Questioning Strategies: A Case Study. Sakarya University Journal of Education, 3/3 (Aralık /December) ss. 17-36.
  • Sahin, A. (2015). The effects of quantity and quality of teachers’ probing and guiding questions on student performance. Sakarya University Journal of Education, 5(1), 95-113.
  • Shahrill, M. (2013). Review of effective teacher questioning in mathematics classro- oms. International Journal of Humanities and Social Science, 3(17), 224-231.
  • Stake, R. (1998). Case studies. In N. Denzin & Y. Lincoln (Eds.), Strategies of quali- tative inquiry (pp. 236-247). Thousand Oaks, CA: Sage.
  • Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications, Inc.
  • Subramaniam, S. R. (2005). Trainee teacher practices: A case study. Journal of Science and Mathematics Education in Southeast Asia, 28(2), 96-116.
  • Tanisli, D. (2013). Preservice primary school mathematics teachers’ questioning skills and knowledge of students in terms of pedagogical content knowledge. Education and Science, 38(169), 80-95.
  • Tanisli, D. & Kose, N. Y. (2013). Pre-service mathematics teachers’ knowledge of students about the algebraic concepts. Australian Journal of Teacher Education, 38(2), 1-18.
  • Vogler, K. E. (2005). Improve your verbal questioning. The Clearing House, 79(2), 98-103.
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological pro- cesses. Cambridge, MA: Harvard University Press.
  • Yesil, R. & Korkmaz, O. (2013). Ogrenci ve ogretmen sorularına dayalı farklı ogretim uygulamalarının ogrencilerin akademik basarısına etkisi. The Journal of Acade- mic Social Science Studies, 6(1), 1567-1585.
  • Way, J. (2008). Using questioning to stimulate mathematical thinking. Australian Pri- mary Mathematics Classroom, 13(3), 22.
  • Weiland, I. S., Hudson, R. A., & Amador, J. M. (2014). Preservice formative assess- ment interviews: The development of competent questioning. International Jour- nal of Science and Mathematics Education, 12(2), 329-352.
  • Wilen, W., & Clegg A. (1986). Effective questions and questioning: A research review. Theory and Research in Social Education, 14(2), 153-61.
  • Wood, A. T. & Anderson, C. H. (2001). The case study method: Critical thinking en- hanced by effective teacher questioning skills. Paper presented at the Annual In- ternational Conference of the World Association for Case Method Research & Application, Lund, Sweden. (ED455221).
  • Wragg, E. C., & Brown, G. (2001). Questioning in the secondary school, London, England: Routledge Falmer.
  • Zhang, M., Lundeberg, M., McConnell, T. J., Koehler, M. J., & Eberhardt, J. (2010). Using questioning to facilitate discussion of science teaching problems in teacher professional development. Interdisciplinary Journal of Problem-Based Learning, 4(1), 56-82.
  • Zhang, Y. & Patrick, P. (2012). Introducing questioning techniques to pre-service teac- hers. Journal of Teacher Education and Educators,1(2), 159-184.
  • Zuya, H. E. (2014). Mathematics teachers’ responses to students’ misconceptions in algebra. International Journal of Research in Education Methodology, 6(2), 830- 836.
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA73EP86CY
Bölüm Araştırma Makalesi
Yazarlar

Fatma Cumhur Bu kişi benim

Shirley M. Matteson Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 6 Sayı: 3

Kaynak Göster

APA Cumhur, F., & Matteson, S. M. (2017). Mathematics and Science Teacher Candidates’ Beliefs of Developing Questioning Skills in Turkey. Journal of Teacher Education and Educators, 6(3), 297-318.