Hipotetik düşünme hipotetik sorular tarih öğretimi eylem araştırması derecelendirme ölçeği
Hypothetical thinking is defined as the
exploration of possibilities and outcomes of different states of the world
which are not actually present in the real life. Hypothetical questions are
used in the development of high-level thinking skills. They reinforce reasoning
and historical meaning. The aim of this study was to develop a rating scale for
assessing hypothetical questions with history teachers. The study was conducted
within action research design in the qualitative approach, and interview and group
interview were used as data collection tools. The study conducted with five
history teachers who worked in different schools of MONE in Trabzon and Rize.
The study was carried out in two stages. At the end of the study a rating scale
was prepared to evaluate hypothetical questions in history lessons. At the
beginning of the study, the hypothetical question which would be asked to
students was determined. The teachers were requested to ask these questions to
students, to evaluate students’ responses and to determine the criteria they
used when evaluating students’ answers. A rating scale consisting of 8 criteria
was established as a result of the first stage implementation. For each
criterion, the dimensions as very good, good and weak were set separately. Afterwards,
the evaluation scale was tested with a second application and the evaluation
scale was finalized by subtracting one of the criteria. As a result of the
study, a rating scale consisting of three dimensional seven criteria that
teachers could use to evaluate hypothetical questions in history lessons was
prepared and it was determined that this scale was functional.
Hypothetic thinking hypothetic questions history teaching action research rating scale
Birincil Dil | Türkçe |
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Bölüm | Araştırma Makalesi |
Yazarlar | |
Yayımlanma Tarihi | 17 Nisan 2018 |
Yayımlandığı Sayı | Yıl 2018Cilt: 7 Sayı: 1 |
e-ISSN: 2147-1606