Investigation of the Questions Used by Classroom Teachers to Measure Reading Comprehension According to Revised Bloom's Taxonomy

Merve Güven; İsmail Yaşartürk

Makale detayları

Investigation of the Questions Used by Classroom Teachers to Measure Reading Comprehension According to Revised Bloom's Taxonomy

Yazarlar:

Merve Güven | İsmail Yaşartürk

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.11 Issue 1, pp.280-294

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001343993

pISSN:

2149-0767

Anahtar kelimeler:

Özet:

 Reading is a decisive skill for a persons whole life. The main purpose of reading is to understand. Reading without comprehension is useless. The most common and functional way of measuring comprehension and examining its in-text, extra-textual and intertextual connections is to ask questions. In this study, how classroom teachers measure students comprehension levels aroused curiosity. Accordingly, the purpose of the study was determined as examining the questions asked by primary school classroom teachers to measure reading comprehension according to the Revised Blooms Taxonomy. The study was conducted through document analysis, one of the qualitative research methods. In the data collection process, convenience sampling method was preferred. Teachers working in the district where one of the researchers works were asked to prepare questions to measure comprehension for students to answer about the text on a voluntary basis. The collected question samples were analyzed by descriptive analysis method. The revised Blooms Taxonomy provided a thematic framework for descriptive analysis. As a result of the study, it was observed that teachers mostly asked questions requiring lower-level thinking skills, especially recall-based questions. As the grade level increased, it was observed that questions requiring higher order thinking skills, especially comprehension skills, increased slightly. However, the most important result is that 80 of the questions at all grade levels were recall-oriented. Only 20 of the questions consisted of questions that could encourage students to think at a higher level.

 Reading is a decisive skill for a persons whole life. The main purpose of reading is to understand. Reading without comprehension is useless. The most common and functional way of measuring comprehension and examining its in-text, extra-textual and intertextual connections is to ask questions. In this study, how classroom teachers measure students comprehension levels aroused curiosity. Accordingly, the purpose of the study was determined as examining the questions asked by primary school classroom teachers to measure reading comprehension according to the Revised Blooms Taxonomy. The study was conducted through document analysis, one of the qualitative research methods. In the data collection process, convenience sampling method was preferred. Teachers working in the district where one of the researchers works were asked to prepare questions to measure comprehension for students to answer about the text on a voluntary basis. The collected question samples were analyzed by descriptive analysis method. The revised Blooms Taxonomy provided a thematic framework for descriptive analysis. As a result of the study, it was observed that teachers mostly asked questions requiring lower-level thinking skills, especially recall-based questions. As the grade level increased, it was observed that questions requiring higher order thinking skills, especially comprehension skills, increased slightly. However, the most important result is that 80 of the questions at all grade levels were recall-oriented. Only 20 of the questions consisted of questions that could encourage students to think at a higher level.

 Reading is a decisive skill for a persons whole life. The main purpose of reading is to understand. Reading without comprehension is useless. The most common and functional way of measuring comprehension and examining its in-text, extra-textual and intertextual connections is to ask questions. In this study, how classroom teachers measure students comprehension levels aroused curiosity. Accordingly, the purpose of the study was determined as examining the questions asked by primary school classroom teachers to measure reading comprehension according to the Revised Blooms Taxonomy. The study was conducted through document analysis, one of the qualitative research methods. In the data collection process, convenience sampling method was preferred. Teachers working in the district where one of the researchers works were asked to prepare questions to measure comprehension for students to answer about the text on a voluntary basis. The collected question samples were analyzed by descriptive analysis method. The revised Blooms Taxonomy provided a thematic framework for descriptive analysis. As a result of the study, it was observed that teachers mostly asked questions requiring lower-level thinking skills, especially recall-based questions. As the grade level increased, it was observed that questions requiring higher order thinking skills, especially comprehension skills, increased slightly. However, the most important result is that 80 of the questions at all grade levels were recall-oriented. Only 20 of the questions consisted of questions that could encourage students to think at a higher level.

 Okuma, bir insanın tüm yaşamı için belirleyici bir beceridir. Okumanın temel amacı anlamaktır. Anlama olmadan okuma gereksizdir. Anlamayı ölçmenin ve metin içi, metin dışı ve metinler arası bağlantılarını irdelemenin en yaygın ve işlevsel yolu soru sormaktır. Bu çalışmada sınıf öğretmenlerinin öğrencilerin anlama düzeylerini nasıl ölçtükleri merak uyandırmıştır. Bu doğrultuda çalışmanın amacı ilkokul sınıf öğretmenlerinin okuduğunu anlamayı ölçmek için sordukları soruların Yenilenmiş Bloom Taksonomisine göre incelenmesi olarak belirlenmiştir. Çalışma, nitel araştırma yöntemlerinden biri olan doküman analizi ile gerçekleştirilmiştir. Veri toplama sürecinde kolay ulaşılabilir örnekleme yöntemi tercih edilmiştir. Araştırmacılardan birinin görev yaptığı ilçede çalışan öğretmenlerden gönüllülük esasına dayalı olarak öğrencilerin metinle ilgili cevaplamaları için anlamayı ölçmeye yönelik sorular hazırlamaları istenmiştir. Toplanan soru örnekleri betimsel analiz yöntemiyle analiz edilmiştir. Yenilenmiş Bloom Taksonomisi betimsel analiz için tematik bir çerçeve sağlamıştır. Çalışma sonucunda öğretmenlerin çoğunlukla alt düzey düşünme becerileri gerektiren, özellikle hatırlamaya dayalı sorular sordukları görülmüştür. Sınıf düzeyi arttıkça üst düzey düşünme becerileri, özellikle de kavrama becerilerini gerektiren soruların az da olsa arttığı görülmüştür. Ancak en önemli sonuç, tüm sınıf düzeylerinde soruların 80inin hatırlama odaklı olmasıdır. Soruların sadece 20si öğrencileri üst düzey düşünmeye sevk edebilecek sorulardan oluşmaktadır.

Makale detayları

Investigation of the Questions Used by Classroom Teachers to Measure Reading Comprehension According to Revised Bloom's Taxonomy

Yazarlar:

Merve Güven | İsmail Yaşartürk

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.11 Issue 1, pp.280-294

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001343993

pISSN:

2149-0767

Reading

comprehension

comprehension questions

revised Bloom's TaxonomyOkuma

anlama

anlama soruları

yenilenmiş Bloom taksonomisi

Sayı

Makale detayları

Yazarlar: Merve Güven | İsmail Yaşartürk

Yayıncı: Kirsehir Ahi Evran University

Ana Başlıklar: Eğitim Sosyolojisi

Dergi: Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.11 Issue 1, pp.280-294

Belge Tipi: Makale

Yayın Tarihi: 3/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001343993

pISSN: 2149-0767

Sayı

Yazarlar:

Merve Güven | İsmail Yaşartürk

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.11 Issue 1, pp.280-294

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001343993

pISSN:

2149-0767