The study of the effect of teaching questioning skill of preschool teachers

The aim of this study is to determine the cognitive hierarchy and structure of the questions asked by prescool teachers; and to develop questioning skill of the preschool teachers with teaching questioning skill. In accordance with this purpose, case study method, a type of qualitative research, was used. Case study is described as defining the details creating an event, developing possible explanations towards the event, and the study to evaluate the event.In the study, according to the easily accessible case sampling which is a type of purposive sampling methods, Gazi University ? Gazi Faculty of Education Application Kindergarten was determined; criteria sampling was determined to identify teachers in easily accessible case sampling.The program on developing questioning skill of teachers was prepared and received opinions of five experts fort he validity of the programme. After the needed arrangements were done in accordance with these expert opinions, pre-application was conducted with 6 volunteer senior students from Gazi University ? Gazi Faculty of Education, Department of Preschool Teaching to make ?Questioning Skill Teaching Programme? valid and reliable. We observe that the programme has positive effects on the questions of the students.In the application of the study, to determine how taechers ask questions, teachers were observed for all activities for a day (pre-observation). Then a week and 12 hours ?Questioning Skill Teaching Program? was conduted to improve the questioning skill of teachers. 3 weeks later, teachers were observed for all activities for a day (post observation) to determine the effects of questioning skill teaching on questioning skill of teachers. The observations vas recoreded with a video camera. Two froms which teachers can write their questions in daily plans and identify target attainments and materials was prepared on the purpose of preventing data loss arising from teachers during observation. Teachers were asked to write questions on ?Question Formation Form 1? after pre-observation and on ?Question Formation Form 2? after post observation.For the analyse of data, the video records were watched and the questions asked by each teacher in activities and the questions written on the forms by teachers were identified. In terms of being reliable of coding of the questions obtained from both observations and the forms , the cognitive taxonomy (from knowledge to evaluation) and structure (open ended ? closed ended) of the questions were coded by three researchers. The coding of questions of each teacher were given in tables.Descriptive analysis was conducted to determine all aspects of the case. In findings, school, classroom, teachers, and all activities were described in a detailed way. Because the tables and graphics in case studies have the researcher see the relationships that the researcher could not discover, the percentage and frequency tables and graphics in terms of cognitive taxonomy and structure of the questions were given, too. On the other hand, chi-square tables with line graphics were given to determine the effects of questioning skill teaching on the questions of teachers.At the end of the study, before the applicatioon of teaching towards questioning skill, we observed that teachers generally ask knowledge questions and they never asked evaluation questions. After teaching of questioning skill, we observed that ?Questioning Skill Teaching Programme? was succesful because there was an increase in the rates of teachers questions in the level of analysis, synthesis and evaluation and in the rate of open ended questions.