Okul öncesi öğretmenlerinin sorularının türevlerinin ve bilişsel talep düzeylerinin belirlenmesi
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Date
2022-01-06
Authors
Öğrenci, Kübra Demir
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
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.
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.
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.
Description
Keywords
Öğretmen soruları, Bilişsel talep, Okul öncesi eğitimi, Öğretmen eğitimi, Teacher questioning, Cognitive demand, Preschool education, Teacher education
Citation
Öğrenci, K. D. (2022). "Okul öncesi öğretmenlerinin sorularının türevlerinin ve bilişsel talep düzeylerinin belirlenmesi". Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 200-229.