Effects of Teaching Applications for Developing Question Asking Skills on Question Forming Skills of Prospective Teachers

Abstract

This research aims at determining the effect of teaching applications which intend to develop high level question formation of prospective Turkish language and literature teachers’ question formation abilities. In the research carried out by using one group pretest-posttest design, data were gathered from three distinctive means. First, the course context, a poem, and a short story which were all analyzed by Wilcoxon signed rank test. The results set forth that education improves student achievement. In order to designate under which steps they are gathered, the content analysis method is applied to the questions. Results reveal that before the application, the prospective teachers made use of low level questions.