ANALYSIS OF QUESTIONING SKILLS OF PHYSICS TEACHER CANDIDATES AND THEIR EFFECT ON ACADEMIC ACHIEVEMENT

38988

In this study, physics teacher candidates ability to ask questions was examined and their effects on academic achievement were investigated. The research was applied to 20 teacher candidates who are studying at Atatürk University Kazim Karabekir Education Faculty in 2015-2016 academic years. In the course of physics special teaching methods, the movement subject of Newton, which is a department, is explained by classical method (presentation). The course was taught to students about the techniques of asking questions and Bloom taxonomy, and sample questions were created and how to do question analysis. Students were asked to write a classical question from a different application in the research. It was requested to write 20 questions by distributing blank paper designed as application exam. The 200 questions asked by prospective teachers were analyzed according to the Bloom taxonomy. Afterwards, the academic achievements were measured by examining 10 questions related to the subject prepared by the teacher candidates researcher. As a result of the research, it was observed that the academic success of the teacher candidates who have the ability to ask questions in the upper level is more successful than the ones who ask the lower level questions.

49

questioning skills , academic achievement , physics education

Journal Of Kazim Karabekir Education Faculty

59

Journal Of Kazim Karabekir Education Faculty