A Study on Questioning Strategies of Geography Teachers and Preservice Teacher

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This study is aimed to reveal the questioning strategies of geography teachers and preservice teachers. The research group, designed based on survey model, consists of 20 geography teachers working secondary schools in Konya affiliated to Republic of Turkey Ministry of National Education during the academic year 2018-2019 and 20 preservice teachers from the Department of Geography Teaching at Necmettin Erbakan University. In the study, the worksheet developed for the subject of Map Knowledge was used as the data collection tool. Geography teachers and preservice teachers were asked to write down 20 questions by taking into account their outcomes related to the subject in the worksheet and the associated text. The questions were then analysed by content analysis method based on the question type and Revised Bloom’s Taxonomy. According to the results obtained from the study, it was determined that preservice and geography teachers mostly use open-ended and multiple-choice questions. Most of the questions prepared by the geography teachers are in the conceptual and procedural information level in the knowledge dimension of taxonomy; the cognitive process dimension was found to be in the remember level. The majority of the questions prepared by preservice teachers, however, were in the level of conceptual knowledge and factual knowledge in the knowledge dimension of taxonomy; the cognitive process dimension is in the understanding level. These findings indicate that geography teachers as well as preservice teachers tend to use traditional measurement tools for preparation of questions and try to infer basic level thinking skills using questions.

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Questioning , Geography , Geography teacher , Preservice geography teachers , Question type , Revised Bloom s Taxonomy

eastern geographical review

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eastern geographical review