The Examination of Elementary Teachers' Effectiveness on Using Questioning Strategies in Their Classrooms

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dc.contributor.authorKorkmaz, İsa
dc.date.accessioned2020-03-26T17:45:54Z
dc.date.available2020-03-26T17:45:54Z
dc.date.issued2009
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractStudents' achievements are results of effectiveness of school, curriculum, teacher, and their home environment. It is concluded by several studies that teachers are the most influential factor on student achievement. The role of teachers are to motivate students by encouraging them to be responsible for their own learning, maintaining an organized classroom environment, setting high standards, assigning appropriate challenges, and providing reinforcement and encouragement during tasks. Questioning is at the heart of classroom practice. Questions are the ways that a classroom teacher helps students think creatively, critically and analytically. Although teachers seem to use questioning strategies in their classrooms very often, literatures show that most of them do not know how to use them effectively. Senior students at college of education in Turkey have to take school experience course in a semester seven and teaching experience in a semester eight. During school experience, students are responsible to observe teaching-learning activities in classroom and extracurricular activities in school. Their observations consist of several categories related to teachers' professional skills. One of them is the way a teacher uses questioning strategies. Do teachers' questioning strategies challenge students' thinking skills and help to improve students' understanding? The aim of this study was to examine elementary teachers' effectiveness based on using questioning strategy in their classrooms. The study samples are 157 student-teachers at department of elementary education. They visit classrooms from the first to fifth grades. In order to collect data, a questionnaire developed by researcher is administered to student-teachers to evaluate teacher's effectiveness regarding the use of questioning strategy in their classroom. According to the observation of student-teachers, majority of the teachers use mainly closed questions in their teaching experiences. The teachers mainly call upon a student among those who raise their hands for answering question. The majority of the elementary teachers provide students wait-time to develop higher thought processes. Almost all teachers reward and praise student whose response is correct.en_US
dc.identifier.citationKorkmaz, İ., (2009). The Examination of Elementary Teachers' Effectiveness on Using Questioning Strategies in Their Classrooms. International Journal of Learning, 16(6), 513-522. Doi: 10.18848/1447-9494/CGP/v16i06/46370
dc.identifier.doi10.18848/1447-9494/CGP/v16i06/46370en_US
dc.identifier.endpage522en_US
dc.identifier.issn1447-9494en_US
dc.identifier.issue6en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage513en_US
dc.identifier.urihttps://dx.doi.org/10.18848/1447-9494/CGP/v16i06/46370
dc.identifier.urihttps://hdl.handle.net/20.500.12395/24202
dc.identifier.volume16en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorKorkmaz, İsa
dc.language.isoenen_US
dc.publisherCommon Ground Publishingen_US
dc.relation.ispartofInternational Journal of Learningen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectEffectiveness of elementary teachersen_US
dc.subjectQuestioning strategiesen_US
dc.subjectWait-timeen_US
dc.titleThe Examination of Elementary Teachers' Effectiveness on Using Questioning Strategies in Their Classroomsen_US
dc.typeArticleen_US

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