Search

Bu çalışmanın amacı, ortaokul 8. sınıf öğrencilerinin verilen metinlerden hareketle hazırladıkları soruları Yenilenmiş Bloom Taksonomisi’nin bilişsel süreç basamaklarına göre incelemektir. Çalışmada, temel nitel araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunu 2022-2023 eğitim-öğretim yılı ikinci döneminde Aksaray, Antalya, İstanbul, İzmir ve Kütahya illerinde bulunan devlet ortaokulları arasından rastgele belirlenen okullarda öğrenim görmekte olan 400 sekizinci sınıf öğrencisi oluşturmaktadır. Çalışman verilerini toplama sürecinde doküman incelemesinden faydalanılmıştır. Öğrencilerden verilen metinlerden hareketle bir ders saati içerisinde 6 adet soru hazırlamaları istenmiş ve bu sorular, Yenilenmiş Bloom Taksonomisi’nin bilişsel süreç boyutlarına göre değerlendirme yapmaları için 3 alan uzmanının görüşüne sunulmuştur. Çalışma kapsamında öğrencilerden ve alan uzmanlarından elde edilen verileri tanımlanabilmek amacıyla betimleyici analiz tekniklerinden faydalanılmış ve verilerin daha iyi anlaşılması amacıyla da frekans analizi kullanılmıştır. Araştırma sonucunda öğrencilerin hazırladıkları soruların büyük oranda alt düzey bilişsel basamakta yer aldığı; öğrencilerin üst düzey bilişsel basamakta soru hazırlamakta problem yaşadıkları sonucuna ulaşılmıştır.

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study was conducted to identify the structure of the questions asked by teachers to stimulate students' mathematical literacy and to compare the questioning skills of PMRI workshop participants and nonparticipants. This study used a qualitative approach. The teachers were asked to conduct and record the lesson in this study. The teacher's questions were coded according to their cognitive level, question structure, and activity type. The results obtained showed that teacher A mostly asked at the level of cognitive knowledge (74.3%) and closed questions (90%). In contrast, Teacher B asked relatively evenly distributed questions at the level of cognitive knowledge, understanding, application, analysis, synthesis, and evaluation (24.9%, 20.2%, 18.3%, 15.4%, 11.6%, and 9.6%). The results showed that Teacher A emphasized more on the closed question structure (90%) while Teacher B was more varied (45% closed questions & 55% open questions). From the interview results, teacher B stated that he was used to applying coaching techniques when conducting learning. So, teacher B was accustomed to asking questions to stimulate children's thinking. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this research was to prove the learning effectiveness of seventh grade students’ questioning skill using “Question Student Have” method in SMP Negeri 1 Sinjai. The instrument for the research was observation which using checklist form about students’ participation in questioning in Indonesian learning. In analyzing the data, the researcher used descriptive analysis and inferential analysis. The result showed that the “Question Student Have” method was effective to be implemented in Indonesian teaching and learning. This is proven by the result of data observation in which the students’ (in experiment class) participation and enthusiastic in questioning is bigger than the students who were in control class. It is indicated by the average score of the students’ in experiment class were higher than the students’ average score in control class which the scores were 5,75 (experiment class) and 3, 38 (control class). Besides, the statistic showed that t count > t table = 4,90 > 2,00 and the significance was 5% which means the hypothesis was accepted.