Abstract:
This study aimed to describe how teachers could use Discovery-based inductive questioning (DiBIQ) in classroom discourse to reorganise and strengthen correct linkages of the related conceptions in students cognitive structures. The study focused on the analysis of student-teacher interactions during inductive or deductive questioning. The study was implemented in 2 different 10th-grades in Erzurum, an eastern province of Turkey. To sum up, it could be concluded that the DiBIQ has potential in providing guidelines for teachers to improve their questioning skills.
