A comparison of different teaching applications based on questioning in terms of their effects upon pre-service teachers' good questioning skills

Abstract

The present study was conducted to comparatively determine the effects of different teaching applications based on questioning upon pre-service teachers' good questioning skills. The research is a qualitative study that employed a multi-group experimental design. Prior to and following a six-week teaching period involving different teaching applications based on questioning, the questions formulated by the students were comparatively examined and analyzed. As a result of the study, it was determined that the teaching application based on student questions contributed more to the pre-service teachers' questioning skills. (C) 2010 Elsevier Ltd. All rights reserved.