TÜRKİYEDEKİ ORTAOKUL 5-7. SINIF SOSYAL BİLGİLER DERS KİTAPLARINDA YER ALAN SORULARIN GALLAGHER VE ASCHNER’IN SORU SINIFLAMASINA GÖRE DEĞERLENDİRİLMESİ

Abstract

In this study, questions in 5th, 6th, and 7th grade social studies textbooks were evaluated using Gallagher and Aschner's question categorization to determine their level. A document analysis was conducted; the single screening model, one of the screening models, was used in this study. Descriptive analysis was used for data analysis. Depending on the Gallagher and Aschner question classification, four themes were identified: cognitive memory, convergent thinking, divergent thinking, and evaluative thinking. The ratio of questions to instructional time in the learning domains was evaluated to determine which level was most intensive. As a result, questions focus on cognitive memory and convergent thinking; divergent and evaluative thinking is undervalued; children's abilities in remembering, identifying, deciding, comparing, making connections, summarizing, offering examples, and interpreting are emphasized. In addition, the level of questions directed to children during and after instruction was found to vary and not be evenly distributed across learning areas.