SECONDARY-SCHOOLTEACHERS'QUESTIONINGACTIVITIESIN
LEARNING-TEACHINGPROCESSAss.PROF.DR.FILIZEVRANACARAssoc.PROF.DR.ABDURRAHMANKILIDuzceUniversityTechnicalEducationFacultyInstituteof
EducationScienceIn this research,it is aimed to determine what kind
of
questionsteachersandstudentsaskinlearning-teachingprocess.Intheeffort,qualitativeresearchtechniquewasused.
Theteachers ofDuzceVocational High School in Duzce city center make
up theresearchgroup.For thisaim, observationwasperformedin
thelessonsof13 teachers.
Asdata-collectingtool,semi-structuredobservationformswere used.
Datawas analyzedbyusing con-tent analysis technique. In the
consequence of the analysis, basicand sub-categorieswere made up
and the categories' percentageand frequencywere given. As a result
ofthe research,itis seenthat teachers ask questions more than
students, teachers and
stu-dentsaskquestionsaboutthelessonorextra-curricular,theextra-curricular
questions asked by the teachers are for
acquiringinformation,theirquestionsaboutthelessonmostlyconsistoftheonesrequiringintellectualabilitytoprocess,rememberingthe
acquired informationand receiving feedback and
controlling.Extra-curricular questions of the students are mainly
towardfm-ishingthelessonandtheirquestionsrelatedwithlessonaretowardunderstandingthe
lesson.Keywords:Instructionprocessquestions,students'questions,teachers'
questions, questioncategories.Introductioncommunication process,
teacher asks ques-Leaming-teaching process is based ontions to
students and answers the
questionsthecommunicationbetweenteacher-stu-asked.Thestudentasksquestionstothedentandstudent-student.Theteacher
and the other students and answerscommunicationexists as part ofa
certainthe questions asked.The questions are thefeedback between
teacher-student and
stu-mostessentialmaterialforsupportingdent-student.Thankstothefeedbackthinking
process because activating think-received, it is understood how and
in whiching process are important for providing
thelevelthemessagereceivedby thesourcepersonto leameffectively,is
understood by the receiver. Without feed-The questions can be used
fordifferentback, it is not done what is necessary
fortaimsineducation.Thequestionscanbehe communication. During the
process ofasked for the purpose of directing the
stu-thecommunication,itisbenefitedfromdents to the target,
providing them to
thinkdifferentcatecheticalactivitieswiththeinhighlevelandeffectivelybydirectingaim
ofdetermining how the person under-them to questioning, determining
the effi-stands the message, providingthe
personciencyofeducation,increasingstudent'stothinkondifferentproblemsituationsattendance,improvingthestudents'lis-andreceiving
the person's opinion. In thistening skills and increasing tolerance
and173174 /EducationVol. 132 No. 1respect (Sonmez, 2001). It can be
benefit-edfromquestioningforthepurposeofproviding effecdveclassroom
managementand decreasingclassroomproblems.Bond (2007).presents some
suggesdonsaboutquestioningbypayingattendontoquestioningstrategiesdecreasingclass-room
management problems These are :1.Write out some questions when
plan-ning the lesson2.Establishexpectationsaboutthebehaviourbefore
beginning the ques-tioning period3.Call on a variety
ofstudents4.Cuestudentsbeforeaskingthe ques-tion5.Ask quesdons that
are the appropriatelevel for
eachstudent6.Askquesdonsthatelicitposidveorcorrectresponses7.Providestudentswithsufficientwaitdme
after asking a quesdon and beforerespondingto theircomments8.Vary
the way students respond to ques-dons9.Varythepersonwho respondsto
thequestions10.Respondto everyanswer andcorrecterrors11.Ask
follow-upquestions12.Encouragestudents to ask
questionsTherearedifferentquestionformsinteaching-learning process.
Grouping
ques-tionsdiffersaccordingtothedifferentauthors.Sonmez(2001)gathersquestionformsin4groupsas1.Thequestionaccording
to target level, 2. open and close-ended quesdon, 3. quesdons
according tothe methodsand 4. quesdonaccordingtodirecting methods.
In his research Bishop(1991) introduces what the quesdons
usedforinclassroomdiscussionsandgroupsquesdonformsbyadapdngfromChris-tensenasopen-ended,diagnostic,informadon-seeking,challenge/testing,action,
priorityandsequence,prediction,hypothedcal, extension and
generalizadonones.By handling the quesdons with a
cross-disciplinaryreview,Kearsley(1976)conductedquestionsinverbaldiscourseand
made the following taxonomy of ques-tions' functions.(
Shomoossi,1997)1. Echoic: those which ask for the rep-etition of an
utterance or confirmationthatan utterance has been interpreted as
intend-ed. (E.g. Pardon! what!)2. Epistemic: those which serve the
pur-pose ofacquiringinformation:(a) Referendal; intended to provide
con-textual informadon about situadons, events,acdons, purposes,
relationships or proper-des (Wh-questions, for
example).(b)Evaluative;askedtoestablishtheaddressee'sknowledgeoftheanswer(sometimes
called display, test or
known-informationquestions)3.Expressive:conveyingattitudinalinformadonto
the addressee (e.g. Are youcoming or aren'tyou?)4. Social control:
used to exertauthor-ity by maintaining control of the discourse.5.
Attendonal: allows the quesdoner
totakeoverthedirectionofthediscourse(meta-message is "listen to me"
or "thinkabout this").6. Verbosity: asked only for the sake
ofpolitenessor to sustain conversation(e.g.cocktail
partyquestions)A
QualitativeResearch.../175Marrin(2003)groupsthequestionformsinthreeasgenuinequestions,testquestionsandprovokingonesandindi-catedthat61%
oftheteachersasktestquestions(How manysides in a triangle?How can
we simplifythis fraction?), 25 %of them ask genuine questions (How
manydifferenttrianglesdidyoufind?Whichmeasurementdidyouuse?) and14
% ofthemaskprovokingquestions(Whyisthat? How couldyou achieve
that?).Inthe researchKoray, AltuncekicandYaman performedin 2005
theyclassifiedtheabilitytoaskquestionsofpreserviceteachersofScienceandTechnologyaccordingtothecognitiveareastepsoftaxonomy
of Bloom and tried to as
certaininwhichstepstheyaskquestionsmore.According to the results of
the research. Itis ascertainedthat ability to ask questionsof the
Science and Technology preserviceteachers are advanced in the step
of " infor-mation and cognition " of Bloom taxonomybut the usage of
the informationacquiredand ability to ask questions in the steps
of"application, analysis, synthesis and eval-uation"
includinghigh-levelthinkingarein low level.Notonlythe
qualificationandquanti-tyofthequestionsaskedbytheteachersbutalsostudents'effectiveparticipationfortheactivitiesofaskingquestionareimportant
in supporting thinking and
learn-ingoftheperson.Theeffectivenessofquestionandanswertechniqueinlearn-ing-teachingprocessdiffersaccordingtothestudents'participation,theaimsandkinds
ofthe questionsand how thistech-nique isperformedIn his research,
Martin(2003)indicat-edthattheteachersspendlittletimeforaskingquestions,theyasklimitedques-tions
with limited forms.It isdeterminedthat teachersspend20 % ofthe
lessontoask questionsand theyask questionslike"what will we do
then?"
more.AimInthisresearch,itisaimedtodeter-minehowtheactivitiesofmutualaskingquestions
of secondary-school teachers andstudentsare
performedinapplicationsinlearning-teaching process. In this
process,it is examined what are the questions askedby the teachers
and the students and
whatkindofquestionsareaskedintheclass.Withthisaim,itislookedforananswerfor
the questions below:In Vocational High School
(vocatioanalcourses);1.Howarethedistributionoftheques-tionsaskedaccordingtothelessonperiod?2.How
is the distribution of the questionsaccording to adressing to the
individualor group?3.Whatare thesubjectsoftheextracur-ricular
questions teachers ask?4.What are the qualities of the
questionsteachersask about the lesson?5.Whatare thesubjectsofthe
extracur-ricular questionsstudents ask?6.What are the qualities of
thequestionsstudentsask about the lesson?The MethodQualitative
researchingtechniquewasused in this work. Duzce Vocational
HighSchoolanditsvocationalteachersmade176 /EducationVol. 132 No.
1up thisworkinggroup ofthis researchinthe education academic year
of 2007-2008.Inaccordancewithdeterminedtheaim,the lessons of13
teachers who were cho-sen randomlywereobserved.DataCollection and
Analysisof the DataAs data collection tool,
semi-structuredobservafionformwas used. The data wasgathered by
means of observation in struc-ttired field type (Yildmm and Smisek,
2006). The dataacquiredas a consequence ofthe observation was
examined by twodif-ferentresearcher and the observation
dataperformedon three teacherswere omittedfromthe
researchbecauseofsomecon-tradictions.The Analysisof the DataThe
text acquired from the observationforms was analyzed by using the
techniquecalled content analysis ( Silverman; 1993;Manninh and
CuUumswan, 1998; YildinmandSimsek,1999;Bilgin,2007).Theseare the
steps of the actitvity related to thecontent analysis:In the first
step, all of the lessons wereexaminedand the questions were
tran-scribedonebyoneaccordingtothelessonsandtheywerelisted.Codeswere
givenIn terms of the subject of the
questions(aboutlessonorextracurricular)anddistribution according to
the lesson time(theintroductory,developmentandresult parts of the
lesson), the questionswere classified and their
frequencywereexamined.Thequestions'frequencywasexam-inedbybeingclassifiedaccordingtothesubjectofthequestion(aboutthelesson
or extracurricula ) and theformof being asked (to the person or a
group)Two researchers categorized these
ques-tionsintermsofquestionforms(respectivelystudentquestionsandteacherquestions)independently.Theclassificationsperformedin
the end ofthe study were compared and
controlledintermsofconsistency.Becausedif-ferentdenominationswereperformedabout
some question categories,
denom-inationswereperformedagainintheendofthecooperationandnecessaryarrangements
were made about the cat-egories.The last arrangements
wereperformedabout the categories in the direction
ofviewandsuggestionsafterthecate-gories and questionswere eamined
bythe third expert.Theanalysisoftheresultswerepre-sentedas of
percentageandfrequencybytabulatingdataindirectionofthecategoriesdetermined.Findings
and CommentsThe findings are presentedin forms
ofsubtitlesinparalelwiththeproblems.Accordingtothedataacquiredfromthelessons
observed within the research, total179 questions
wereinvestigated./.The questionsranging around the lessonperiodThe
findings and cotmnentsaboutthefirst problemofthe researchare
giveninTable 1.A QualitativeResearch.../ 177Table1. The
questionsrangingaroundthe
lessonperiodTeacher'squestionStudent'squestionTotalExtracurricularIntroduction12710,5137,5Development7474Resultf11314%61,57,5AboutthelessonIntroductionf%11684,51910,5Developmentf9326119%5214,566,5Resultf527%314Totalf13940179%7822100Table2.
The distributionof theaccordingtoadressingto the
individualorgroupTeacherquestionsStudentquestionsToplamThequestionsaskedindividuallyExtracurricularf%11642158Aboutthelessonf253661%142034The
questionsaskedtothegroupsExtracurriculaif%1911-1911Aboutthelessonf%8447-8447Totalf13940179%7822ionAsitisseeninTable1,
78%ofthequestions are asked by the teacher and 22% of them are
asked by the students. Thebiggest percentage (52 %) of teacher
ques-tionsareaboutthelessonsandtheyareaskedindevelopmentpartofthelesson.The
biggest percentage(14,5 % ) ofstu-dent questions are about the
lesson and areaskedin development part ofthe lesson.Accordingto
this situation,it can be saidthat the busiest
communication(question-ing)betweentheteacherandthestudentisaboutthelessonandisperformedindevelopmentpartofthelesson.7%
ofextracurricularteacher questions is askedin introduction part of
the lesson and 6 %of them is asked in result part. It is seen
thatthestudentsdonotaskanyextracurricu-larquestionsindevelopmentpartofthelesson.Thissituationcanbeinterpretedthattheydonotasketracurricularques-tions
when they concentrate on the lesson.2.The distribution of the
questionsaccord-ing to adressing to the individual or
groupFindingsandcommentsrelatedto
thesecondsub-problemoftheresearcharegiven in Table 2
above.According to Table 2,20 % of the
ques-tionsaskedintheclassareaskedtotheperson by the teacher and 22
% of them areaskedtotheteacherbythestudentandtotally 42 % of ration
are asked to the per-son. The ration of teacher's questions askedto
the group is 58 % and it is seen that
stu-dentsdonotaskquestionsrelatedtothe178/EducationVol. 132 No.
1Tabie 3. The categories andtbe distributionof tbe
extracurricularteacberquestionsCategories/%Main
categoryInformationseekingquestions
(ISQ)Sub-categoryInformationseeking questionsabout personal
situation(P)Informationseeking questions7about gnerai applications
andsituations of tbe ciass/(GA)2723criticismorwarningquestions
(CWQ)TotalInformationquestions
abouttime-period(T)510301733100group.So, allofthe questionsofthe
stu-dentsrefertotheteacher.Thissituationcanbeinterpretedasthestudent-studentinteraction
is little. The big part of teacherquestionsrefersto the group.As a
result, it is seen that both teachersandstudentsask
questionsaboutthe les-sonbutteacherdirecttoextracurricularquestions
more thanstudents.3. The subject and the distribution of
theextracurricular teacher
questionsThefindingsandthecommentsrelat-ed tothe third-sub problem
of the researchare given in Table3.
Etracurricularques-tionsaregroupedintobasicandsubcategoriesAsitisseeninTable3,
theextracur-ricular questions are gathered in two
maincategories.Theseareinformationques-tions and critical or waming
questions.67% of the extracurricular questions
teacherasksareinformationquestions.Informa-tionquestionsconsistofthreecategoriessuchas
informationabout
personalsitua-tion,informationaboutgeneralapplicationsoftheclassandinformationabouttime-period.Themostaskedques-tionsaretheoneswhichare27%ofinformationaboutthepersonalsituationof
the students. These quesfionsare relat-ed to the questions to
acquireinformationaboutchattingaboutstudents,theirfavouriteteam,
the books they read. 23 %of them -general application of the
class-and17 % of them -informationquestionsabout
time-periodfollowthis group.Erom extracurricular teacher
questionscritical or waming questions include 33 %ofthisration.
Teachersask various
ques-tionsforthepurposeofquestioningthebehaviours of the students,
criticizing andwaming them. There are quotes about
thequestionsaregiveninthemainandsub-categoryindicatedbelow.What's
upMustafa?(ISQ-P)Which book do youread?(ISQ-P)Did youtalk about
this with yourteacher?(ISQ-GA)Did we talk about the date of the
exam?(ISQ-GA)A
QualitativeResearch.../179Table,4,Thecategoriesandthe
distributionof teacherquestionsaboutthelessonMaincategoriesThe
questionsaboutthe preparationof the toolsandmaterialsof
thelesson(PLM)Thequestionsformakingconnectionto
thepreviouslesson(MC)The
questionsrequiringremembering(R)Thequestionsrequiringintellectualoperationability(IO)The
questionsseekingresons(SR)Feedback-controlquestions(F)Motivationquestions(M)Totalf3725424262109%362338,53,5242100What
is thetime?(ISQ-T)How much time is leftforending the
les-son?(ISQ-T)Don'tyou have any work youto do? (CWQ)Why did
youcome late today?(CWQ)4. The quality and the distribution of
theteacher'squestions about the lessonThe findings and
commentsrelatedtothe forthsub-problemofthe researcharegiven in
Table 4. Quesdons about the les-son are groupedinto main
categories.AsaresultofthecontentanalysisinTable 4, seven (7) main
question categoriessuchas quesdonsaskedaboutthe lesson,the ones
being relatedto lessonmaterial-tool preparadon,making
connecdonwiththepreviouslesson,theonesrequiringremembering, the
ones requiring intellec-tualoperationability,theonesseekingreason,
feedback-controlquesdons and themodvatingones are
created.Themostappliedteacherquestionsaboutthelesson(38,5%)aretheonesrequiringintellectueloperadonability.Whenthequestionsinthiscategoryarereviewed,it
isseenthat
teachersaskstu-dentsquesdonsrequiringmathemadcalcalculationmorethanothers.
Thisisfol-lowed with feedback-controlquesdons
(24%)andthequestionsrequiringremem-bering (23 %). Teachers
receivefeedbacksabout students' learning with the
questionssuchas"didyouunderstand?,doyouknow?, did you do it?"and
their applica-tions. It can be discussed whether this
kindofquestionsareenoughtoreceivefeed-back(effectivefeedback).Also,teachersask
questions such as " what was it?,
was-n'tit?,whichrequirerememberingtheinformadonabout the previous
lesson. Thiscan be explained as teachers ask questionsthat
requireless thinking such as the onesto determine students' level
of knowledgeor remind
previoslylearnedsubjectsTheleastusedkindsofquestionsarethe
oneswhichseek
reasonandmotivatethem.Teachersdirectthestudentstoexplainand present
a reasonin
anysitua-tionbyseldomlyaskingthequestion"why?".Thesekindsofquestionsareimportantinprovidingthestudentspre-sent
reason-result reladons and think fromdifferentpoint. The reason for
the fact thatmotivatingquestionsarelesscanbeexplainedas when
teacherswant to mod-180 /EducationVol. 132 No. 1Table 5. The
categories and the distribution of the extracurricular student
questionsMain CategoriesThe questions for ending
lesson(EL)Informationseeking questions (ISQ)Total314%7525100Table
6. The categories and the distribution of the student questions
about the lessonCategoriesMain categorySub-category / %The
questions forunderstanding the lesson(lIL)Informationseeking
questionsaboutsubject (ISQ)The questions for
requiringguiding(RG)171747The questions for showing
theylearn(SL)Suggestion question (S)TotalThe questions for
attendingthe lesson (AL)The questions
expectingapprovai(EA)274365.519.511100vatethestudents,
theyimprovetheirstu-dentsmotivationnot byaskingquestionsbut with
the sentences or bodylanguageThese are some examples
fromteacherquestionsabout these categories.:Is there anyone whose
materials are incom-plete ?(PLM)What did youdo lastweek?(MC)What
was the formulaof the circumference(R)Is there anyone who remembers
P?(R)How do we add pictureon our site ? (10)What is it equal to the
square of ABCtrian-gle?(IO)Why didn 't you do ?(SR)Is there anyone
who doesn 't understand? Orthe ones who understand, raise
yourhands(F)Did you write these ?(F)Well-done,what is yourstudent
number?Iwill give youmark(M)5. The subject and the distribution of
theextracurricular studentquestionsThe findings and
commentsaboutthefifth sub-problem of the research are givenin Table
5.
Questionsaboutextracurricu-laractivitiesaregroupedintomaincategories.Asitisseenin
Table5,theextracur-ricularquestionsofthestudentsaretheonesforendingthelessonandinforma-tionones.Aboutthis,directquotesaregiven
below.Teacher we always study lesson. What aboutchatting a little
?(EL)Did youread examination papers ?(ISQ)According to this, it can
be said that theA
QualitativeResearch.../181studentsaskquestionslikesuggestionbecause
they are bored with the lesson andthey want to get rid of
thelesson.6. The quality and the distribution of the stu-dent
questions about the lessonThe findings andcommentsaboutthefifth
sub-problem of the research are givenin Table 6. Questions about
the lesson aregrouped into main
andsub-categories.AsitisseeninTable6,thestudentspresent
questionsdirectingtounderstandthe lesson and to show they learn and
sug-gestionquestions.Thequestionsforunderstandingthelessonconsistoftwocategories
called informative and
requiringguidingonesandthequestionsshowingthey understandconsist of
two categoriesas lesson-attending and requiring
approvalquestions.It is seen that the students ask questionsto
understand the lesson and important
partofthesequestionsaretheonesrequiringguiding.Animportantpartoftheques-tions
which show students
understandthelessonmakeupthequestionsrequiringapproval.
Thissituationcanbeinterpret-edasthestudentsneedguidingandmotivafionin
class.There are some quotes from the studentquestions about the
lesson.Can yourepeat it? I didn'tunderstand.(UL-ISQ)Will we
prepareposter?(UL-RG)Teacher,cnidoit?(SL-AL)Poster is prepared
forshort information,isn 'tit?(SL-EA)Can'twe rotate it?(S)What
about performingit oncomputer?(S)The Result and the
DiscussionInthisresearchperformed,questionstypesaboutstudentsandteachersarebelow.Teachers
' extracurricular questionsInformationseeking
questions(ISQ)Informationseekingquestionsaboutpersonalsituation(P)Informationseekingquestionsaboutgeneralapplicationsandsituafionsoftheclass/(GA)Informafionquestions
about time-peri-od(T)Criticism or warning questions (CWQ)Teacher
questions about the lessonThe quesfionsabout the preparation ofthe
lesson-materialand tools(PLM)Thequestionsformakingconnecfionto the
previous lesson(MC)The
questionsrequiringremembering(R)Thequestionsrequiringintellectualoperationability(O)The
questionsseeking resons
(SR)Feedback-controlquestions(F)Motivatingquestions(M)The
extracurricular questions of the
studentsThequestionsforendingthelesson(EL)Informafionseeking
questions(ISQ)The student questions about the lessonThe questions
to understand the
lesson(UL)Informationseekingquestionsaboutsubject(ISQ)Thequestionsforrequiringguiding(RG)182/EducationVol.
132 No. 1Thequestionsforshowingtheylearn(SL)The
questionsforattendingthe lesson(AL)The questions
expectingapproval(EA)Suggestionquestions(S)According to the results
of the research,it was seen that 78 % of the questions areasked by
the teacher and 22 % of them areasked by the students in the class.
Accord-ingtothis,itwasrevealedthatstudentaskedone questionin
comparisonto fivequestions of the teacher. According to this,it can
be interpreted that the teacher is morecentralin the lesson.One of
the reasons for the students
askquestionslessisabouttheirsittingplan.Intheresearchperformed,Marx,Fuhrerand
Hartig(2004) the connection betweenasking question and sitting plan
of the
stu-dentsispresented.Asaresult,itisunderstoodthatstudentsaskmoreques-tionsinsemi-circlesittingplanthaninhorizontaland
verticalsitting
plan.Anotherreasonforstudentsasklessquestionsisthatquestiontypesoftheteachers
do not support student attendance.In " questioningstyles"
research,Martin(2003),observed that teachersask
close-endedquestionsmorewhichrequirelimited words or yes-no answer.
When stu-dentsmeetopen-endedquestionstheyattend lesson and give
more comprehensiveanswers whereas in close-ended questionsthey
attend less and give one-word
answers.Itwasunderstoodthatabigpartofteacher and student questions
are asked indevelopment part of the lesson. This
resultshowsthemostconcentratedlessonpartof thenteraction between
teacher and stu-dents is development part. That the
inter-actionisbusierinthemostconcentratedpartofthelessonthanotherpartsisanexpectedsituation.Itismadeoutthatextracurricularteacherquestionsaredistributedintotheintroductionand
result partin a
balancedway.Itwasseenthatstudentsasknoextracurricularquestionsindevelopmentpart
of the lesson. This situation shows thatstudents concentrate on the
lessonand donot do any thingapart fromthe lesson.When it is
examined the situation of thequestionstobedirectedtoa
personoragroup, the ration of the questions asked
tothegroupareseento be more. Allofthequestionsdirectedto the group
areaskedby the teachers. Teachers direct 1 over 4 ofthe questions
to the person and ask 3 over4ofthemtothegroup.
Thisisamean-ingfulsituationintermsofusingthisquestioning technique.
However it is under-stoodthatallofthestudentsdirectthequestion to
the teacher and they do not askany questions to group. This result
can pre-sentthe
resultthatstudentsalwaysmakeconnectionwiththeteacherinclassandstudents'
communicationswith otherstu-dents about the lessonare weak.When the
extracurricular teacher ques-tions are examined, it is seen that
importantpartofextracurricularquestionshastheaimofpersonalsituationofthestudent,generalapplication/situationoftheclassand
getting informationabout time.
Also,teachersfocusonquestionsquestioningstudentsand having the
meaning of crici-tizing
andwarning.Theteachers'questionsaboutthelesson consist of questions
requiring intel-A QualitativeResearch.../
183lectualoperationalability,feedbackandcontrol questions, the
questionsrequiringtheinformationlearnttoremember,thequestionsofmakingconnectionwiththepreviouslesson,thequestionsrelatedtolesson
tool-material preparation and moti-vating questionsin percentage
distribution.Fourovertenteachers'
questionsrequireintellectualoperationandthesetwo onesrequire the
informationtoremember,andagainthesetwooneshavefeedbackandcontrol
aim and the other two ones consistof aims for questioning of tools
and mate-rials, connection with the previous lesson,requiring
reason and motivating. Importantpart ofthe
questionsrequiringintellectu-al operation are made up
ofmathematicalcalculation.When student questions are examined,it is
observed that etracurricular
questionsofthestudentsareespeciallyforendingthelesson.Thissituationmeansthatthestudents
are bored with the lesson and stu-dents do not interest the
lessonmuch.Important part of the student
questionsaboutthelessoncosistsofthequestionstoward understanding
the lesson ( 64 % ).25%includestheonestoprovestu-dents'
learning.Especiallyimportantmajorityofthequestionsinthesecate-goriesaretheonesthatstudentsdemandguidingandapprovalfromtheteacher.According
to this result it can be
conclud-edthatstudentsarenotguidedandmotivated enoughduring the
lesson.SuggestionsThatstudentsasklessquestionsthanteachersinclass,studentquestionsarecompletely
asked to the teachers, studentsdo not askstudentany
questions,studentquestions are in qualityof receivingviewabout what
they should do in class can beinterpreted that teachers can not
make
thelessonactiveaboutcommunicationandinteractionbetweenstudent-teacherandstudent-student.
So, teacherscan be pro-vided to acquire necessary information
andexperiences about making the lesson moreactive, increasing
student-teacher and
stu-dent-studentinteractionandfordifferentteachingmethod and
techniques.Howeverteachers'questionsrequirethinking ability, these
questions are most-ly the
onesmathematicalcalculationandsolutionability.Theteacherscanbeinformedenough
to ask students questiondirectly to provide them to think in an
up-level and to prepare such questions and toprovide them to ask
questions.For the researches;It can be studied why students ask
lessquestionsintheclass,theclassarrange-ment,effectofteachingmethodsonquestioningandeffectofstudentsuccesson
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