AN INVESTIGATION OF PROSPECTIVE TURKISH TEACHERS’ QUESTIONS RE-GARDING TEXT PROCESSING IN ACCORDANCE WITH REVISED BLOOM’S TAXONOMY
Many years have passed over Bloom’s taxonomy, developed in 1956 by Bloom and named after him, and many discussions have appeared in the literature regarding its validity. As a result of those discussions, Anderson and his friends revised Bloom’s taxonomy, which was theorized in 1956, as Revised Bloo...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/f2cb59125b8d440ab68a0cfaa2c0dbd0 |
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| Sumario: | Many years have passed over Bloom’s taxonomy, developed in 1956 by Bloom and named after him, and many discussions have appeared in the literature regarding its validity. As a result of those discussions, Anderson and his friends revised Bloom’s taxonomy, which was theorized in 1956, as Revised Bloom’s Taxonomy. In this study, questions regarding text processing developed by 52 prospective teachers studying at Canakkale Onsekiz Mart University, Department of Turkish Education, 4th grade, was analyzed based on REBT. Within this purpose, prospective teachers were given texts of an informative, a literary and a poem and were expected to de-velop questions to use during text processing regarding those texts. By this way, it was aimed to determine the variance of the questions developed by prospective te-achers regarding different text types in REBT categories. Drawing on the findings of the study, more than two thirds of the questions developed by prospective teachers regarding informative and literary text types have been observed to be in REBT’s categories of lower order thinking skills such as “remembering” and “understan-ding”. Analyzing the questions regarding texts of poem, it was revealed that there were more questions in REBT’s categories of higher order thinking skills such as “analyzing” and “evaluating”. |
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