The relationship between question and understanding in primary schools

In this study, the researcher aimed to determine the levels of comprehension and opinions about text questions of primary school fourth grade students through text questions based on Bloom taxonomy. This study carried out is modeled with explanatory sequential mixed design. Firstly, four texts were determined for this research. The researcher prepared questions acording to the texts and based on Bloom taxonomy .Tet questions were marked by three teachers.For the first study group, semi-structured interviews were conducted to the selected students according to the purposeful sampling method taking into account academic achievement score.So, qualitative data was supported by quantitative method. This study is an appropriate study of the explanatory sequential design because of qualitative study with selected group according to result of quantitative data. Two different measurement tools were used in the study. Five data collection tools were used in total: four text questions prepared according to Bloom Taxonomy and one semi-structured interview form. Compliance with the fourth grade level of primary school, texts were prepared accoding to the Bloom taonomy steps by taking the expert opinion. In addition, validity and reliability of the texts were obtained with the expert opinions. Two different study groups were studied in the study. The first study group consisted of 102 students from three different classes of fourth grade students selected from the schools attended by their children of families from three different income levels in the center of Uşak in the 2016-2017 academic year. Opinions were received from the Uşak Provincial Directorate of National Education and the teachers of the schools in order to determine the family income levels of the schools. Later, one each class which was fourth grade was randomly selected from these three schools. The texts with questions were applied to the students for a total of three weeks, with five days left between them. The student encountered the texts for the first time and day on the appliance day. In application, the texts were listed as story1, story2, information1, information2. Students are given forty minutes duration to read each text and answer questions. The students were informed that they could receive additional paper requests because they were asked open-ended questions. Questions on each step asked to the students was scored in the scale of 0-100 in itself; The student answers are marked by the three teachers including the researcher and arithmetic averages are defined as student mark. The second group of studies consists of 33 students. This group was selected according to the distribution curve after reading the papers of the students Semi-structured interview form was conducted to the second study group, to take their opinions and recommendations on text questions and texts based on the Bloom taxonomy Firstly, first study group's descriptive statistic results related with comprehensive level of two different text questions (story and information) were analyzed.Two, one way analysis of variance was performed to determine the level of understanding of the students, who had families with different income levels, according to Bloom taxonomy. The levels of responding to Bloom questions in two different texts, another variable, were analyzed by the associated t test. Finally, the data obtained from the semi structured interview form was interpreted with thematic coding technique. According to the results of the research, when the level of understanding about text questions based on Bloom Taxonomy is examined, it is seen that the students are successful at the level of remembering, understanding and application but they are inadequate in analysis, evaluation and rebuilding steps . In addition, when the differences in the level of understanding of the students in the text questions applied to the children of different income levels are examined; it has been found that there is a significant difference in some steps of some texts in favor of high-income families. However, these differences have reached the conclusion that it is not high.. According to the results of the related t-test conducted to define the relationship between story and informative texts, different results were obtained for every question at each level. Comprehension levels in the texts of information have taken precedence for some steps, although the results are more favorable for story texts. According to the results of the semi-structured interview form applied to the students, the students described the questions addressing higher-level steps as difficult and incomprehensible, while the questions addressing Bloom's lower-level steps were easy and understandable. In addition, despite, some students defined the questions as difficult and incomprehensible, students liked this practice (29 students), which was open-ended questions based on the text, and stated that entering such an experiment would be fun. Keywords: Bloom Taxonomy, Questions and Understanding, Question in primary school