Examining of in-class student question levels in terms of Bloom Taxonomy through socratic seminars based on dialogical discussions

The aim of this study is to examine the extent to which the dialogic structure emerges in the socratic seminars held in mathematics lessons and the effect of this dialogic structure on the cognitive level of students' questions. The study was carried out with a total of 20 7th grade students attending a public school in the fall semester of the 2018-2019 academic year. Reznitskaya's (2012) Indicators of Classroom Conversations were used to determine the extent to which the dialogic structure emerged in the seminars, and the Revised Bloom Taxonomy was used to determine the cognitive level of in-class student questions. Qualitative research method was used in this study. The analysis of the research data was made using the descriptive analysis approach. As a result of the analyzes made, the first findings are that the speeches in the seminars reflect the teacher's transition from the monologic dimension to the dialogic dimension while conducting dialogical discussions. Finally, the complexity level of the different solutions that emerged in the seminars was coded by the researcher. Expert opinion was taken in the analysis of the coding related to the solutions. After determining the cognitive level of in-class student questions for each different solution, the questions were grouped as low level, medium level (middle-1, medium-2) and high level. The analyzes showed that in the Socratic seminars, the students mostly asked moderate questions and asked very few questions at the low level, even that the questions asked at the high level were more than the questions asked at the low level. On the other hand, a weak, but positive, and significant relationship was found between the complexity levels of the different solutions that emerged in the seminars and the cognitive levels of the classroom student questions about these solutions (r=,469, p<,01). Based on these results, it was concluded that the discovery of different solutions in the classroom and the conversations to be made on them trigger dialogical discussions and contribute to the cognitive level of in-class student questions to a certain extent. Keywords: Mathematics education, student questions, dialogical discussion, socratic seminar, different way of solution.