Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2016
Öğrenci: BURCU KILIÇ
Danışman: JALE ÇAKIROĞLU
Özet:The purpose of this study is to delineate the characteristics of teacher questioning in different implementation qualities of Argument-Based Inquiry (ABI) teaching. With this purpose, first, the characteristics of teacher question types used in high quality ABI classrooms were described, and teacher questions used in high quality practices were distinguished from those posed in medium quality classrooms. Secondly, the study aimed to characterize the sequence of teacher question types that promote high cognitive level student responses. The participants in this study were two elementary science teachers, teaching from 6th to 8th grades. The teachers were selected from a longitudinal professional development program that was conducted within the context of ABI approach in Turkey. The data of this study were collected through video records of teachers’ classroom implementations. Data driven from classroom videos was analyzed by using multiple cross-case comparison. The results revealed that teachers used similar proportions of close-ended and meta-cognitive questions in the high quality ABI practices. Meta-cognitive questions were defined for the first time in this study as the most effective question type to initiate high cognitive level student response. Moreover, the teachers asked the questions in a patterned order indicating a specific questioning sequence. This study provides teachers and researchers with cases rich in information regarding characteristics of teacher questioning used in high quality ABI classrooms by comparing them with those used in medium quality classroom practices.