Modifying Questioning Strategies of Teachers1

Question-Answer Activities in Synchronous Virtual Classrooms in Terms of Interest and Usefulness

“…There was also no interaction effect of question type and answer format on interest. Some reasons learners may pay more attention to open-ended questions include the concepts that this type of question (a) does not have a single correct answer (Goossen, 2002), so this encourages the person (Sobell & Sobell, 2008), and (b) may be answerable in part, if not known in full (Rogers, 1972;Lee, Kinzie & Whittaker, 2012). Also, since closed-ended questions have a single answer (Rogers, 1972;Lee et al, 2012), while open-ended questions seek multiple perspectives (Wragg & Brown, 2001;Jelly, 2001;Lee et al, 2012), open-ended questions might encourage learners to contribute more.…”

Problem-Based Learning: Instructor Characteristics, Competencies, and Professional Development

“…Cases feature critical incidents in ongoing classroom instruction and require analysis to identify what happened, why, and the implications of the events for teaching. Analogous to situational judgment tests with a solution provided (described earlier in this report, see also Williams, 1992), cases may be presented in a variety of formats, including brief written summaries, classroom transcripts, live action or 3-D animated films (e.g., Herrington & Oliver, 2000;Rogers, 1972;Smith, 2005;Stein, 2001). The use of cases enhances teachers' perception of ongoing classroom activity and decision making about what to do given particular conditions (e.g., Schwartz & Bransford, 1998).…”

“…Knowledge games are practical exercises that stimulate pedagogical (or andragogical) content knowledge acquisition. For example, Questioneze (described in Rogers, 1972) is a game that was designed to increase teachers' understanding and use of various questioning strategies. One element of the game asked teachers' to roll a die and then design a question that belonged to the category associated with the value on the die.…”

Türkçe Öğretmeni Adaylarının Soru Hazırlamaya Dair Deneyim ve Görüşleri

“…Ayrıca soruların niteliği konusu farklı tür ve seviyedeki soruların bir arada kullanılmasını gündeme taşımaktadır. Rogers, (1972) ve Lamb (1976), üst düzey bir sorunun üst düzey bir yanıtı ortaya çıkardığını ifade eder. Dahası Lamb (1976) çeşitli soru türlerinde soruların sorulması ve farklı zorluk seviyelerinde soruların dengeli kullanılmasının öğrencilerin test başarılarını artırdığını vurgular.…”