Akademik Veri Yönetim Sistemi
11th International Computer & Instructional Technologies Symposium, Malatya, Türkiye, 24 - 26 Mayıs 2017, ss.644-645
Hunkins (1995) states that when learners experience an instructional environment which is enriched with good questions and questioning, learners become aware of their own learning. Bonwell and Eison (1991) stress that putting thoughts into words might help someone realize how much s/he really knows about it. Considering the possible impact of questioning on learning, it is envisioned that preparing course related questions and asking them during the instruction (before, during, after) can contribute students’ learning. The aim of this study was to explore possible effects of a question-answer based instructional theory proposal in a learning environment and reveal the main principles or problematic parts of this theory suggestion. Through the study, Reigeluth and Frick’s (1999) Formative Research, which is a comprehensive kind of a case study, was followed. Data were collected through observations, questionnaires and interviews. The question based instruction was modified according to feedback gathered from students after weekly implementations. The instructional theory was formed and evaluated by focusing on question types (selected response/constructed response), number of questions being asked during each step, type of feedback (individual or general), question-answer technology (Plickers) and possible effect of the question –answer based instructional theory on student learning.