Okul Öncesi Öğretmen Sorularının Türleri ve Bilişsel Talepleri

This study explores the pre-school teachers’ questions’ types and cognitive demands of these questions. The participants of the study, which was designed as a case study, were two pre-school teachers and 52 children. The data set of the study incorporated video recordings of the in-class implementations (n = 17, maintained 302 min). Teacher Questions Coding Catalogue and Potential Cognitive Demand Coding Catalogue were developed to analyze the types of the questions and their presumptive cognitive demands. Teacher-led questions were analyzed through the systematic observation approach as a branch of sociocultural discourse analysis. It was observed that the teachers displayed eight types of questions in the form of Communicating, Monitoring, Evaluate–Judge–Critique, Challenging, Evidencing, Observe–Compare–Predict, Inferencing, and “Other” category. It was also observed that presumptive cognitive demands created by teachers’ questions on the side of the pupils were pitched at recall, understand, analysis and evaluation levels, and questions at the level of understanding were pervasively enacted.