TEACHERS' PERCEPTIONS OF QUESTIONING PRACTICES BASED ON BLOOM'S TAXONOMY IN GIFTED EDUCATION

Abstract

This study, which examines the questioning skills of teachers working at BİLSEM (Science and Art Center), was designed according to the qualitative research model. Conducted using the case study design, one of the qualitative research methods, the participants of the study consisted of 8 female and 11 male teachers from different branches working in BİLSEMs located in various cities of the Central Anatolia Region. In the research, where data were collected through interviews, a semi-structured interview form developed by the researchers was used as the data collection tool. The obtained data were analyzed using content analysis. The teachers stated that higher-order questions would develop creativity in students, help them think deeply, reveal their potential, and should be utilized; furthermore, they expressed that the questions posed to gifted students should support their multifaceted development and reveal different perspectives. In addition, while teachers largely cited teacher-related factors regarding the reasons for difficulties experienced in asking questions to gifted students, they generally noted that difficulties were encountered in asking questions appropriate to the level of gifted students. Regarding whether they needed any training in terms of questioning skills, the teachers largely expressed the opinion that there is a need for additional training.