No abstract

No abstract

The objective of this study was to examine the level and number of questions that social studies teachers ask during the lessons they teach. Case study which is one of the qualitative research methods was used on the study group consisting of a total of five social studies teachers at the city of Sakarya during the 2013-2014 school year four of whom are working at a state secondary school and one of whom is working at a private secondary school three of whom are male and one of whom is female."Observation Form", "Interview Form" and "video records" were used as data acquisition tools. The data obtained in the study were analyzed via descriptive analysis method. According to the results of the study, it was concluded that social studies teachers ask very low level simple recall and memory question in addition to convergent questions meaning questions that have only one acceptable answer. Teachers have also directed evaluation questions to students, however it was determined that divergent questions and questions related with operations were never asked. Teachers generally asked the highest number of questions during teaching-learning processes, a small number of questions have been asked during the introduction stage of the courses whereas questioning behavior was not observed during the conclusion stages.

Bu araştırma iki amaç çerçevesinde gerçekleştirilmiştir: Birincisi, sorumluluk değerinin hoşgörü değerini yordama durumunu ortaya koymaktır. İkincisi ise farklı kültürel yapılardaki ailelerde yetişen ortaokul yedinci ve sekizinci sınıf öğrencilerinin hoşgörü ve sorumluluk değerler düzeylerinin bazı değişkenlere göre durumlarının incelenmesidir. Araştırmanın çalışma grubunu ortaokul yedinci ve sekizinci sınıflarında öğrenim gören 669 öğrenci oluşturmaktadır. Araştırmanın evreni geniş olduğu için tabakalı örneklem yöntemi kullanılmıştır. Bu doğrultuda Türk,