Instrument and Procedures
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nterviews, observations, and school text reviews were used in this study. The teacher training observation was semi-structured.
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eacher trainees were appointed special tasks in group work in the framework of the study. Being unaware of the observation they worked in real situation bringing forth their ability of asking questions. Class observations conducted by the authors of the study and by teacher students in the classes observed yielded the same data as found out in the teacher training observations. The analysis of textbooks was another instrument which provided data on the number and levels of questions and their contribution towards students’ knowledge and skills quality.
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he questions were classified as open-ended, close-ended and according to the levels of learning ranging from reproductive to critical and creative ones.
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he tables have been divided according to Bloom’s taxonomy (Bloom, 1956).
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t the first level (knowledge) there are questions such as: At what date...? When did it happen? Which was? Who are the characters?
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n the second level (comprehension) there are questions like: What does it look like? What does this story describe? How do you feel when...? How do you imagine...? What scene appears before you? What’s the name?
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n the third level (application) there are the questions: What is the idea...? Do you think...? Why do you think so? What does it mean in your opinion?
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n the fourth level (analysis) there are the questions: What are the characteristics? What are the factors that...? Which plan suits…? What are the steps to be taken?
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n the fifth level (evaluation) there are questions like: What is your position? Did the main character behave well or badly? How do you argue? What did you learn from this story? What would you do if you were near...?