Date

2004-01-01

Author

İnce, Mustafa Levent
Saraç, Leyla

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The purpose of this study was to examine questioning behaviors of physical education teachers in teaching. In particular, specific questions addressed in this study were the amount and level of questioning in physical education classes, and the effects of gender of the teachers and the school type (public or private) on the amount of asked questions. For this purpose, 24 physical education teachers from elementary (6-8 grade level) and secondary schools were selected. Each teacher’s two class hours were videotaped. In addition, their voice were recorded by using cordless microphone. All recorded data were fully transcribed, and questions asked to students by teachers during the lessons were captured from the text. Questions were classified according to the Bloom’s Taxonomy of Educational Objectives. Two researchers independently coded the questions. Interobserver reliability was 84 percent. Findings indicated that 64,2 percent of all questions asked by the teachers were at the knowledge level. 27,3 percent, 7,7 percent, and 0,8 percent of the questions were at comprehension, application and analysis levels, respectively. None of the questions were either at the synthesis or at the evaluation levels. There were no significant differences in neither gender of teachers nor the worked school type on the amount of questions asked by the teachers (p > 0.05). In conclusion, there is a need to develop physical education teachers’ questioning skills in their teaching. Professional development programs for the physical education teachers should focus on this aspect of teaching.

Subject Keywords

Physical education, Questioning skills, Teachers

URI

https://hdl.handle.net/11511/86210
https://dergipark.org.tr/tr/pub/gbesbd/issue/27982/305016

Collections

Department of Physical Education and Sports, Article