2000-2018 arasında Türkiye’de Öğretmenlerin Soru Sorma Davranışlarının Sistematik Derlemesi

Where should I search next? Messages embedded in storybooks influence children’s strategic exploration in Turkey and the United States.

“…Turkish early childhood education settings, too, have been characterized by a strong adherence to rules and structured, teacher-directed activities (Gol-Guven, 2009;Karademir et al, 2020) as well as by pressure to reduce child-directed play to make space for academic activities (Tuğrul et al, 2019). Finally, teachers in both the United States and Turkey tend to ask more closed-ended questions (questions with a single answer) than open-ended questions that encourage children to expand on and explore their ideas (Çalık & Aksu, 2018;Kim, 2015;Köksal, 2022;Lee & Kinzie, 2012). It has been argued that these types of educational practices and the messages they send (about the importance of correct answers and following directions) might fail to promote-or even suppress-children's curiosity (Jirout et al, 2018).…”

“…To match the interactive nature of the open-ended questions asked in the strategic curiosity story, children in the control condition were also asked questions. However, in line with the types of questions teachers are likely to ask in the classroom and parents are likely to ask during book reading (Çalık & Aksu, 2018; Huebner & Meltzoff, 2005; Lee & Kinzie, 2012), these were closed-ended and did not invite elaboration (e.g., “How many do you see?”). Finally, to reflect the content knowledge often included in children’s books as a pedagogical tool (e.g., concepts of number, shape, etc.…”