OKUL ÖNCESİ ÖĞRETMENLERİNİN SORULARININ TÜREVLERİNİN VE BİLİŞSEL TALEP DÜZEYLERİNİN BELİRLENMESİ

Yıl 2022, Cilt: 35 Sayı: 1, 200 - 229, 28.04.2022

Kübra Demir Öğrenci

https://doi.org/10.19171/uefad.1009417

Öz

Bu araştırmanın amacı bir okul öncesi öğretmeninin sınıf içi uygulamalarda kullandığı soruların türevlerini, içerdiği olası bilişsel talepleri ve bunların oranlarını tespit etmektir. Araştırmanın katılımcılarını bir okul öncesi öğretmeni ve 16 çocuk (60-72 aylık) oluşturmaktadır. Öğretmenin 10 sınıf içi uygulaması video ile kaydedilmiştir. Öğretmenin kullandığı soruların türevleri ve bilişsel talep düzeyleri belirli kataloglar aracılığıyla çözümlenmiştir. Öğretmen sorularının türevlerini belirlemek amacıyla “Öğretmen Sorularını Kodlama Kataloğu”, bilişsel talep düzeyleri için ise “Yenilenmiş Bloom Taksonomisi” kullanılmıştır. Soru türevleri ve bilişsel talepler cümle bazında (analitik olarak) analiz edilmiştir. Soru tipleri ve bilişsel katkı düzeyleri sayılmış, uygulamalar arasında oransal karşılaştırmalar yapmak üzere nicelleştirilmiştir. Öğretmen yedi soru tipini belirli sıklıklarla kullanmıştır: “iletişimsel” (%42,25), “izleme” (%12,86), “değerlendirme” (%6,82), “çeldirme” (%4,66), “delillendirme” (%3,02), “gözlem-karşılaştırma-tahmin” (%9,8) ve “çıkarım” (%5,48). Öğretmenin bazı soru tiplerini daha fazla kullandığı (iletişimsel ve izleme), bunun sonucu olarak yaratılması muhtemel bilişsel talebin düşük düzeylerde seyrettiği (anlama) tespit edilmiştir. Öğretmenlerin mesleki gelişim süreçleri için çeşitli önerilerde bulunulmuştur.

Anahtar Kelimeler

Öğretmen Soruları, Bilişsel Talep, Okul Öncesi Eğitimi, Öğretmen Eğitimi

Destekleyen Kurum

İstanbul Aydın Üniversitesi

Teşekkür

Bu çalışmayı yürütürken değerli bilgilerini benimle paylaşan, bu süreçte desteğini esirgemeyen Sayın Doç. Dr. Öğretim Üyesi Yılmaz SOYSAL’a sonsuz teşekkürlerimi sunarım.

EXAMINATION OF PRE-SCHOOL TEACHERS' QUESTION TYPES AND COGNITIVE DEMAND LEVELS

Öz

The purpose of this research is to detect the types of questions used by a pre-school teacher during in-class implementations, possible cognitive demands that the questions contain and their proportions. The research participants were a pre-school teacher and 16 children (aged 60-72 months). Ten in-class implementations of the teacher were recorded by video. The typologies of the questions posed by the teacher and their cognitive demand levels were analyzed through specific coding catalogues. To specify the teacher-led questions' typologies Teacher Question Coding Catalogue was applied. Revised Bloomian taxonomy was used to determine the cognitive demands embedded in the teacher-led questions. Typologies of questions and cognitive correspondences were analyzed sentence-by-sentence or analytically. Question types and cognitive contribution levels were counted and quantified to make proportional comparisons across the in-class implementations. The teacher enacted seven different types of questions with specific frequency: "communicating" (42.25%), "monitoring" (12.86%), "legitimating" (6.82%), "challenging" (4.66%), "evidencing" (3.02%), "prompting for observation-comparison-prediction" (9.8%) and "prompting for inferencing" (5.48%). It was detected that the teacher staged certain types of questions more pervasively (communicating, monitoring), as a consequence, the presumable cognitive Demand that was expected to be created on the side of the students pitched at lower levels (understanding). Various recommendations were offered for the professional development processes of teachers.

Anahtar Kelimeler

Teacher Questioning, Cognitive Demand, Preschool Education, Teacher Education

Kaynakça

• Alexander, R. (2006). Towards dialogic teaching: Rethinking classroom talk. Dialogos: Cambridge.
• Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C., (2010). A taxonomy for learning, teaching, and assessing. Ankara: PegemA.
• Anderson, Lorin W., & Krathwohl, David R. (2001). A taxonomy for learning, teaching and assessing: a revision of Bloom’s Taxonomy. New York. Longman Publishing.
• Bay, N., & Alisinanoğlu, F. (2012, Aralık). Okul öncesi eğitimi öğretmenlerine uygulanan soru sorma becerisi öğretim programının ögretmenlerin sorularının bilişsel taksonomisine etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 80-93.
• Bay, N., & Alisinanoğlu, F. (2013). The effect of teaching questionning skills on types of pre-school teachers’ questions. Journal of Theoretical Educational Science, 6(1), 1-39.
• Berland, L., & Hammer, D. (2012). Framing for scientific argumentation. Journal of Research in Science Teaching, 49(1), 68-94.
• Blactchford, I., & Mani, L. (2008). Would you like to tidy up now?’ An analysis of adult questioning in the english foundation stage. Early Years, 28(1), 5-22.
• Bransford, J. (1979). Human cognition: Learning, undersanding and remembering. Belmont: CA: Wadsworth.
• Cadzen, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth: Heinemann.
• Carner, R. (1963). Level of questioning. Education, 83, 546-550.
• Chang, K., Lin, M. & Chen, S. (1998). Application of the Socratic dialogue on corrective learning of subtraction. http://www.sciencedirect.com/science/article/pii/S03601 31598000177.
• Chapell, K., Craft, A., Burnard, P., & Cremin, T. (2008). Question-posing and question-responding: the heart of 'Possibility Thinking' in the early years. Early Years: An International Journal of Research and Development, 28(3), 267-286.
• Cheminais, R. (2008). Every child matters: A practical guide for teaching assistants. Routledge.
• Chin, C. (2006, Eylül). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315-1346.
• Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate prductive thinking. Journal of Research in cience Teaching, 44(6), 815-843.
• Chin, C., & Osborne, J. (2008). Students question: a potential resource for teaching and learning science. Studies in Science Education, 41(1), 1-39.
• Cihaner, C. (2007). Eleştirel düşünme kazandırma yönüyle Bilgin Adalı’nın çocuk kitapları. [Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi], Bolu
• Cochran, S. (2005). Studying teacher education. Washington: American Educational Research Association.
• Cotton, K. (1989). Classroom questioning. School; Improvement Research Series III, ERIC Education Resources Information Center, (ED 312 030).
• Crawford, B. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37(9), 916-937.
• Dantanio, M., & Beisenherz, P. (2001). Learning to question, questioning to learn: Developing effective teacher questioning practices. Boston: ML: Allyn and Bacon.
• Dantonio, C. (1990). How can we create thinkers? Questioning strategies that work for teachers. Bloomington IN: National Educational Service.
• De Rivera, C., Girolametto, J., & Weitzman, E. (2005). Children’s responses to educators’ questions in day care play groups. American Journal of Speech-Language Pathology, 14(1), 14-26.
• Deshmuskh, R., Zucker, T., Tambyraja, S., Pentimonti, J., Bowles, R., & Justice, L. (2019). Teachers’ use of questions during shared book reading: Relations to child responses. Early Childhood Research Quarterly, 49(4), 59-68. DOI: https://doi.org/10.1044/ 1058-0360(2005/004)
• Deture, L. (1979). Relative effects of modeling on the acquisition of wait‐time by preservice elementary teachers and concomitant changes in dialogue patterns. Journal of Research in Science Teaching, 16(6), 553-562.
• Dillon, J. (1982). The multidisciplinary study of questioning. Journal of Educational Psychology, 74(2), 147-165.
• Dillon, J. (1988). The remedial status of student questioning. Journal of Curriculum Studies, 20(3), 197-210.
• Dorval, B., & Eckerman, C. (1984). “Developmental trends in the quality of conversation achieved by small groups of acquainted peers. Monographs of the Society for Research in Child Development, 49(206), 1-91.
• Dovigo, F. (2016). Argumentation in preschool: A common ground for collaborative learning in early childhood. European Early Childhood Education Research Journal, 24(6), 818-840.
• Driver, R., Guesne, E. & Tibergihen A. (1998). Childrens’ ideas in science. Milton Keynes: Open University Press.
• Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual epictemic, and social learning goals. Review of Resarch in Education, 32(1), 268-291.
• Fairbain, D. (1987). The art of questioning your students. The Clearing House, 61(1), 19-22.
• Farrar, M. (1986). Teacher questions: The complexity of the cognitively simple. Instructional Science, 15(1), 89-107.
• Ford, M. (2008). Disciplinary Authority and Accountability in scientific practice and learning. Science Education, 92(3), 404-423.
• Ford, M. (2012). A dialogic account of sense-making in scientific practice and learning. Science Education, 30(3), 404-423.
• Gagne, R. (1985). The conditions of learning and theory of instruction (4th ed.). New York: NY: Holt, Rinehart, Winston.
• Gall, M. (1970). The use of questions in teaching. Review of Educational Research, 40(5), 707-721.
• Gall, M. (1984). Synthesis of research on teachers' questioning. Educational Leadership, 42(3), 40-47.
• Gallager, J., & Aschner, M. (1963). A preliminary report on analyses of classroom interaction. Merrill-Palmer Quarterly of Behavior and Development, 9, 183-194.
• Gallardo-Virgen, J., & De Villar, R. (2011). Sharing, talking and learning in the elementary school science classroom: Benefits of innovative design and collaborative learning in computer-integrated settings. Computers in Schools, 28, 278-290. DOI: https://doi.org/10.1080/07380569.2011.621803
• Garvey, C. (1984). Children’s talk. London: Collins.
• Gilbert, J. (2005). Catching the knowledge wave: The knowledge society and the future of education. Wellington: NZCER Press.
• Gillies, R., & Khan, A. (2008). The effects of teacher discourse on students’ discourse, problem-solving and reasoning during cooperative learning. International Journal of Educational Research, 46(6), 323-340.
• Good, T., & Brophy, J. (1970). Teacher-child dyadic interactions: A new method of classroom observation. Journal of School Psychology, 8(2), 131-138.
• Goodwin, M., & Kyratzis, A. (2007). Children socializing children: Practices for negotiating the social order among peers. Research on Language and Social Interaction, 40(4) 279-289.
• Goodwin, S., Sharp, G., Cloutier, E., & Diamond, N. (1983). Clasroom qiestioning. East Lansing, MI: National Center for Research on Teacher Learnin, ERIC Education Resources Information Center, (ED 285 497).
• Grace, S., & Langhout, R. (2014). Questioning our questions: Assessing question asking practices to evaluate a yPAR Program. Springer Science Business Media, 46(6), 703-724.
• Graesser, A., & Person, N. (1994). Question asking during tutoring. American Educational Research Journal, 31(1), 104-137.
• Haney, J., Czerniak, C., & Lumpe, A. (1996). Eacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.
• Hargreves, D. (1984). Teachers’ questions: Open, closed and half-open. Educational Research, 26(1), 46-51.
• Hogan, K., Nastasi, B., & Pressley, M. (2000). Discourse patterns and collaborative scientific reasoning in peer and teacher guided discussions. Cognition and Instruction, 17(4), 379-432.
• Honea, J. (1982). Wait-time as an instructional variable: An influence on teacher and student. The Clearing House, 56(4), 167-170.
• Işıkoğlu-Erdoğan, N., & Akay, B. (2015). Okul öncesi eğitimde hikaye okuma ve öğretmen sorularının incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 34-46.
• John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian Framework. Educational Psychological, 31(3/4), 191-206.
• Joyce, B., & Showers, B. (1983). Power in staff development through research on training. Alexandria, VA: Association for Supervision and Curriculum Development.
• Kail, R., & Pellegrino, J. (1985). Human Intelligence: Perspectives and prospects. New York: W.H Freeman and Company.
• Krathwohl, R. (2002). A revision of Bloom's Taxonomy: An overview. Theory Into Practice, 41(4), 212-218.
• Lee, Y., & Kinzie, M. (2011). Teacher question and student response with regard to cognition and language use. Springer Science Business Media, 40(6), 857-874.
• Lee, Y., Kinzie, M., & Whittaker, J. (2012). Impact of online support for teachers' open-ended questioning in pre-k science activities. Teaching and Teacher Education: An International Journal of Research and Studies, 28(4), 568-577.
• Lefstein, A., & Snell, J. (2013). Better than best practice: Developing teaching and learning through dialogue. Routlege. DOI 10.4324/9781315884516
• Lemke, J. (1990). Talking science: Language, learning, and values. Norwood: Ablex.
• Martin, A., & Hand, B. (2009). Factors affecting the implementation of argument in the elementary science classroom. A longitudinal case study. Research in Science Education, 39(1), 17-38.
• Massey, S. L. (2004). Teacher–Child conversation in the preschool classroom. Early Childhood Education Journal, 31(4), 227-231.
• McNeill, K., & Pimentel, D. (2010). Sicentific discourse in three urban classrooms: the role of the teacher in engaging high school students in argumentation. Journal of Research in Science Teaching, 94(2), 203-229.
• Mehan, H. (1979). Learning lessons: Social organizations in the classroom. Cambridge: MA:Harvard University Press.
• Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.
• Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistic, 1(2), 137-168.
• Mercer, N. (2008). The seeds of time: Why classroom dialogue needs a temporal analysis. The Journal of the Learning Sciences, 17(1), 33-59.
• Merriam, S. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass.
• Mills, S., Rice, C., Berliner, D., & Rosseau, E. (1980). The correspondence between teacher questions and student answers in classroom discourse. The Journal of Experimental Educational, 48(3), 194-204.
• Mortimer, F., & Buty, C. (2008, Ekim). Dialogic/Authoritative discourse and modelling in a high school teaching sequence on optics. International Journal of Science Education, 30(12), 1635-1660.
• Oliveira, A. (2010). Improving teacher questioning in science inquiry discussions through professional development. Journal of Research in Science Teaching, 47(4), 422-453.
• Otto, P., & Schuck R.F. (1983). The effect of a teacher questioning strategy training program on teaching behavior, student achievement, and retention. Journal of Research in Science Teaching, 20(6), 521-528.
• Öztürk-Samur, A., & Soydan, S. (2013). Okul öncesi öğretmenlerinin türkçe etkinliklerinde soru sorma stratejilerinin incelenmesi. Elektronik Soysal Bilimler Dergisi, 12(46), 70-83.
• Pontecorvo, C., & Sterponi, L. (2002). Learning to argue and reason through discourse in educational settings. Cultural-Historical Psychology, 4, 19-29.
• Ross, G. M. (1996). Socrates Versus Plato: The origins and development of Socratic thinking. Thinking: The Journal of Philosophy for Children, 12(4), 2-8.
• Sands, L., Carr, M., & Lee, W. (2012). Question-asking and question-exploring. European Early Childhood Education Research Journal, 20(4), 553-564.
• Savage, L. (1998). Eliciting critical thinking skills through questioning. Clearing House, 71(5), 291-293.
• Sinclair, J., & Coulthard, R. (1975). Towards an analysis of discourse: The english used by teachers and pupils. London: Oxford University Press.
• Sitko, M., & Slemon, A. (1982). Developing teachers' questioning skills: the efficacy of delayed feedback. Canadian Journal of Education/Revue Canadienne De L'education, 7(3), 109-121.
• Soysal, Y. (2018). Determining the mechanics of classroom discourse in Vygotskian sense: Teacher discursive moves reconsidered. Research in Science Education, 1-25. DOI: https://doi.org/10.1007/s11165-018-9747-2
• Soysal, Y. (2019). Fen öğretiminde öğretmenin söylemsel hamlelerinin öğrenenlerin akılyürütme kalitelerine etkisi: söylem analizi yaklaşımı. Eğitimde Nitel Araştırmalar Dergisi-Journal of Qualitative Research in Education , 7(3), 994-1032.
• Soysal, Y. (2019). Investigating discursive functions and potential cognitive demands of teacher questioning in the science classroom. Learning: Research and Practice, 1-26. DOI: https://doi.org/10.1080/23735082.2019.1575458
• Soysal, Y. (2020). Establishing the norms of the Vygotskian teaching in the science classroom. Elementary Education Online, 19(3), 1838-1857.
• Soysal, Y., & Radmard, S. (2018). Sınıf yönetimi olgusunun pedagoji, otorite tipleri söylemsel güç ilişkileri bağlamında yeniden değerlendirilmesi. Ulusal Eğitim Akademisi Dergisi, 2(2), 59-85
• Stevens, R. (1912). The question as a measure of efficiency in instruction: A critical study of classroom practice. New York, NY: Teachers College, Columbia University.
• Storey, S. (2004). Teacher questioning to ımprove early childhood reasoning. [Doctor of Philosophy [Doctoral Thesis, Arizona University]. Arizona.
• Sue, S. (1991). A teacher’s questions in an adult literacy classroom. [Possibilities for Dialogue, Craehd Publications Thesis Series, University of South Australia].
• Sultana, O., & Klecker, B. (1999). Evaluation of first year teachers lesson objectives by Bloom’s Taxonomy. Educational Research Association. Point Clear AL, ERIC Education Resources Information Center, 17(19), 436-524.
• Taba, H. (1966). Teaching strategies and cognitive function in elementary school children. Francisco. San Francisco State College: (USOE Cooperative Research Project No. 2404).
• Tholin, K., & Jansen, T. (2012). Something to talk about: does the language use of pre-school teachers invite children to participate in democratic conversation? European Early Childhood Education Research Journal, 20(1), 35-44.
• Turner, P., & Durrett, M. (1975). Teacher level of questioning and problem solving in young children. American Educational Research Association, ERIC Education Resources Information Center, 105-997.
• Van Zee, E., & Minstrell, J. (1997b). Using questioning to guide student thinking. The Journal of the Learning Sciences, 6(2), 229-271.
• Versenyi, L. (2007). Sokratik hümanizm. İstanbul: Sentez Yayıncılık.
• Vogler, J. (2005). Improve your verbal questioning. The Clearing House, 14(2), 98-103.
• Vygotsky, L. (1987). Imagination and its development in childhood. The collected works of LS Vygotsky, 1, 339-350.
• Walsh, J., & Sattes, B. (1991). Questioning to stimulate learning and thinking. Charleston: WV: Appalachia Educational Laboratory.
• Walshaw, M., & Anthony, G. (2008). The teacher's role in classroom discourse: a review of recent research into mathematics classrooms. Review of Educational Research, 78(3), 516-551.
• Wilcox, H., & Kontos, S. (1998). The nature of teacher talk in early childhood classrooms and its relationship to children’s play with objects and peers. Journal of Genetic Psychology, 159(1), 30-44.
• Wilen, W. (1991). Questioning skills, for teachers. What research says to the teacher. (Third Edition). Washington: National Education Association.
• Wilen, W., & Clegg, A. (1986). Effective questions and questioning: A research review. Theory & Research in Social Education, 14(2), 153-161.
• Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131-175.
• Wood, A., & Anderson, C. (2001). The case study method: Critical thinking enhanced by effective teacher questioning skills. ERIC Education Resources Information Center, (ED 455 221).
• Wragg, E. (1993). Primary teaching skills. Primary Teaching Skills: Routledge.
• Zeybek, G. (2019). Sokratik sorgulama yöntemi ile “Ohm Kanunu” konusunun öğretimi. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 5(1), 53-63.