How to write good quality contextual science questions criteris and myths

Elmas, Rıdvan
Eryılmaz, Ali
The goal of this study is to set criteria for writing good contextual questions. This is a theoretical research work based on an extensive literature review. Extensive literature comprised of reviewing leading data bases, educational journals, and proceedings. All the collected materials from these resources were read, compiled, analyzed, interpreted, and synthesized. The information gathered from these sources were systematically used as an input to generate criteria for writing good contextual questions. Eventually, 3 main criteria and 11 sub-criteria were generated from these studies. Besides, the difference between contextual and idealized questions was presented comparatively. As a final step, common misunderstandings i.e., myths related to contextual questions were determined and presented in detail. This study can be seen as a how-to-guide to all stake holders of education for writing good contextual questions.
Journal of Theoretical Educational Sciences


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Citation Formats
R. Elmas and A. Eryılmaz, “How to write good quality contextual science questions criteris and myths,” Journal of Theoretical Educational Sciences, pp. 564–580, 2015, Accessed: 00, 2021. [Online]. Available: