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Journals / Elektronik Sosyal Bilimler Dergisi / 2013 / Cilt: 12 - Sayı: 46

A STUDY EXAMINING PRESCHOOL TEACHERS' QUESTIONING STRATEGIES DURING TURKISH CLASS ACTIVITIES

OKUL ÖNCESİ ÖĞRETMENLERİNİN TÜRKÇE ETKİNLİKLERİNDE SORU SORMA STRATEJİLERİNİN İNCELENMESİ

Ayşe Öztürk SAMUR
Sema SOYDAN
Pages
70–83
Publication Date
2013-02-01
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

At the end of the study it was identified that most of the teachers asked questions at the end of story telling (95.4%), the questions were under remembering level (80.8%), close ended, (78%) and lower cognitive questions (83,1).

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to identify the structure of the questions asked by preschool teachers during Turkish class activities and in which phase of the Turkish class activities they use the questioning strategies.
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Key Findings & Data:In the light of this aim the sampling of the study was formed by 21 preschool teachers working in preschools affiliated with Ministry of Education.
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Conclusion & Impact:At the end of the study it was identified that most of the teachers asked questions at the end of story telling (95.4%), the questions were under remembering level (80.8%), close ended, (78%) and lower cognitive questions (83,1).
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Okul öncesi öğretmeni · Okul öncesinde Tükçe etkinlikleri · Soru sorma stratejisi

Abstract

The aim of this study is to identify the structure of the questions asked by preschool teachers during Turkish class activities and in which phase of the Turkish class activities they use the questioning strategies. In the light of this aim the sampling of the study was formed by 21 preschool teachers working in preschools affiliated with Ministry of Education. While collecting data, qualitative study method was utilized data in the study. During Turkish Activities totally 130 questions asked by teachers were recorded. Descriptive method was used in the analysis of qualitative data. At the end of the study it was identified that most of the teachers asked questions at the end of story telling (95.4%), the questions were under remembering level (80.8%), close ended, (78%) and lower cognitive questions (83,1).

Özet

Bu araştırmada, Türkçe Etkinliklerinde, okul öncesi öğretmenlerinin, sordukları soru yapılarını belirlemek ve Türkçe Etkinliğinin hangi aşamalarında soru sorma stratejisine yer verdiğinin tespiti amaçlanmaktadır. Bu amaç doğrultusunda araştırmanın çalışma grubunu, Milli Eğitim Bakanlığına bağlı anasınıfları ve anaokullarında görev yapan 21 okul öncesi öğretmeni oluşturmuştur. Araştırmaya ilişkin veriler nitel araştırma yöntemiyle toplanmıştır. Türkçe etkinliğini uygulama süresince öğretmenlerin sordukları toplam 130 soru kaydedilmiştir. Nitel verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Araştırma sonucunda, öğretmenlerin büyük çoğunluğunun hikaye sonrasında (%95.4) hatırlama basamağında (%80.8), kapalı uçlu (%78), düşük bilişsel seviyeli (%83,1) sorular sordukları belirlenmiştir.

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Cite This Article

SAMUR, A. Ö., SOYDAN, S. (2013). A STUDY EXAMINING PRESCHOOL TEACHERS' QUESTIONING STRATEGIES DURING TURKISH CLASS ACTIVITIES. Elektronik Sosyal Bilimler Dergisi, Cilt: 12 - Sayı: 46, 70–83. https://ajindex.com/articles/97738

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