ABSTRACT

The purpose of this study is to examine the perceptions of fourth-grade elementary school students and their teachers regarding students’ asking-question in order to develop a model of students’ asking-question process. A phenomenological research has been utilized and interviews were conducted with seven teachers and nine students from three public elementary schools in Istanbul, Turkey. The results showed that students generally ask questions when they are curious about the topic and want to learn the topic. Teachers pointed out situations encouraging students to ask such as creating a comfortable and active classroom environment, designing interesting activities fostering questioning, welcoming students’ questions, and being a role model for asking good questions. There is also evidence that teachers’ reactions such as being nervous or uncomfortable, ignoring them, not responding and classmates’ reactions such as making fun of, humiliating, not listening to are considered as obstacles for students while asking questions. Moreover, it was concluded that students’ questions have affirmative effects on both students and teachers. Finally, based on these results, a three-stage cycled model was developed; antecedents (internal and external causal factors), action-reaction (the act of asking questions, the reaction of teachers and classmates) and impact (impact on students and teachers).

Keywords: asking questions, student questions, elementary education, phenomenological research.

摘要

本研究的目的是调查四年级小学生及其教师对学生提问的看法，以开发学生提问过程的模型。对来自土耳其伊斯坦布尔三所公立小学的七名教师和九名学生进行了一项现象学研究并进行了访谈。结果表明，学生通常在对主题感到好奇并想学习该主题时提出问题。教师指出鼓励学生提问的情境，例如创造舒适活跃的课堂环境，设计有趣的活动以促进提问，欢迎学生提问，以及成为提出好问题的榜样。也有证据表明，教师的紧张或不自在、不理会、不回应等反应以及同学的取笑、羞辱、不听等反应被认为是学生提问时的障碍。此外，得出的结论是，学生的问题对学生和教师都有积极的影响。最后，基于这些结果，开发了一个三阶段循环模型；前因（内部和外部因果因素），行动-反应（提问的行为，老师和同学的反应）和影响（对学生和老师的影响）。得出的结论是，学生的问题对学生和教师都有积极的影响。最后，基于这些结果，开发了一个三阶段循环模型；前因（内部和外部因果因素），行动-反应（提问的行为，老师和同学的反应）和影响（对学生和老师的影响）。得出的结论是，学生的问题对学生和教师都有积极的影响。最后，基于这些结果，开发了一个三阶段循环模型；前因（内部和外部因果因素），行动-反应（提问的行为，老师和同学的反应）和影响（对学生和老师的影响）。

关键词：提出问题，学生问题，基础教育，现象学研究。