Asking students good questions is a critical tool for developing their skills. In particular, open ended questions are believed to be useful for developing students' cognitive skills, as these questions encourage them to express and elaborate upon their thinking, and provide rationales for their thoughts (
In this study, it is aimed to discover childhood fears of 60-72-month-old children through the opinions of preschool children, preschool teachers and mothers. Study group of the investigation consists of 52 participants; 18 children aged 60-72 months, 16 teachers and 18 mothers with preschool children, in Istanbul. An "Interview Form" which consists of 9 questions, was developed by the researchers. According to the findings, there are not significant differences in fear types among preschool children in different socioeconomic levels. In general, the most common fear types among all children are animals, robbery, natural events and nightmares. According to the mothers in lower and middle socioeconomic levels, children are mostly afraid of the dark and loneliness and to the mothers from upper socioeconomic level, they are afraid of strangers and unfamiliar settings, animals and loneliness. According to the teachers working in lower socioeconomic level schools, children are mostly afraid of animals; to the teachers from middle socioeconomic level schools, children are mostly afraid of the dark, strangers and unfamiliar settings; and according to the teachers working in high socioeconomic level schools, children are mostly afraid of separation, strangers and unfamiliar settings and loneliness.
Parent-child interactions and the characteristics of child-directed language have been related to children’s linguistic development. Studies on parent-child interactions have generally focused on mothers. There has been very little research on the language used by fathers in interactions with their children. This study addresses this gap by investigating the properties of Turkish paternal language use including their use of question types within the framework of Bloom’s Taxonomy of Cognitive Domain; that is, we try to explore to what extent fathers' language use differentiates depending on their socioeconomic status in terms of Bloom’s Taxonomy, thus which fathers help their children gain higher thinking skills before entering school. Bloom’s Taxonomy which is a model of classifying thinking according to six cognitive levels of complexity (remember, understand, apply, analyze, evaluate, create) is hierarchical; in that, each level is subsumed by the higher levels. In this cross-sectional study, high and low socioeconomic status (SES) fathers were taped in their homes with their preschoolers in the context of toy play. The results showed that both group of fathers produced the most utterances at the remember level. Both groups produced no utterance at the analyze level, and low SES fathers produced no utterance at the apply and create levels. High SES fathers asked open ended question at all levels except the analyze level, while low SES fathers asked open ended questions only at the remember and understand levels.
According to socio-cultural theory (Vygotsky, 1978), learning and cognitive development take place through a social interaction between the learner and a more knowledgeable other, in classroom, a teacher. This study is an attempt to deal with teacher-student interaction within the framework of Bloom's Taxonomy of Cognitive Domain and to create some changes in teachers' pedagogical practices in Turkish classrooms. Bloom's Taxonomy was created to promote higher forms of thinking in education. In this study, first, teachers teaching Turkish to different grades at different schools were video-recorded in their classes with their students. After these observations, a teacher training course on Cognitive Domain and dialogicality was given to teachers in order to develop their awareness about their pedagogical practices and the cognitive level of the dialogue that takes place in the classrooms. Following the training, teachers were recorded in their classes in the same way again. Finally, after the discourse transcription, the cognitive levels of teachers' utterances were classified with regard to Cognitive Domain, and a comparison of the data recorded before and after the training was designed to determine whether the training course had positive effects on teachers. Since language has the power to shape our consciousness, even a small change in the language of schooling may result in students' participation, thus it can enhance their success. The results of this study indicated the benefit of training to carry out a more systematic and reflective pedagogical practice. The teachers who received training were able to produce utterances on the higher cognitive levels which also increased the cognitive levels of students' utterances and the dialogue in classrooms.
Bu araştırmada Okul Öncesi Eğitimi bölümünde öğrenim görmekte olan son sınıf öğrencilerin okul tükenmişliği ve okula yabancılaşma düzeylerini incelemek amaçlanmıştır. Örneklemi Okul Öncesi Eğitimi bölümünde öğrenim görmekte olan 300 öğrenci oluşturmaktadır. Araştırmada veriler "Kişisel Bilgi Formu", "Öğrenci Yabancılaşma Ölçeği" ve "Maslach Tükenmişlik Envanteri Öğrenci Formu" kullanılarak elde edilmiştir. Son sınıftaki okul öncesi öğretmen adayları "orta" düzeyde okul tükenmişliği ve okula yabancılaşma yaşamaktadır. Sonuçlara bakıldığında, devlet üniversitelerinde öğrenim görmekte olan öğrencilerin özel üniversitelerdekilere göre daha yüksek düzeyde duyarsızlaşma ve tükenme yaşadıkları görülmüştür. Öğrencilerin okula yabancılaşma düzeyleri üniversite türüne göre farklılık göstermemektedir. Mezun olunan lise türü değişkenine ait sonuçlar Anadolu öğretmen lisesi mezunlarının genel lise ve meslek lisesi mezunlarına göre daha fazla tükenmiş olduklarını; Anadolu lisesi mezunlarının genel lise mezunlarına göre daha fazla yabancılaşmış olduklarını göstermektedir. Ayrıca Anadolu öğretmen lisesi ve Anadolu lisesi mezunu öğrencilerin yabancılaşmanın alt boyutu olan anlamsızlık düzeyleri genel lise mezunlarına göre daha yüksek bulunmuştur. Eğitim alınan üniversite sayısına göre öğrencilerin okul tükenmişliği ve okula yabancılaşma düzeyleri farklılık göstermemiştir. Öğrencilerin yaşları ile okul tükenmişlik düzeyleri arasında istatistiksel olarak anlamlı bir ilişki bulunmamıştır. Öğrencilerin genel okula yabancılaşma düzeyleri ile yaşları arasında negatif yönlü bir ilişki bulunmuştur.
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