Use of discovery-based inductive questioning in re-organising high school students cognitive structures. A practical study

dc.contributor.author	Çinici, Ayhan
dc.contributor.author	Özden, Mustafa
dc.date.accessioned	2022-07-07T05:55:22Z
dc.date.available	2022-07-07T05:55:22Z
dc.date.issued	2013
dc.identifier.issn	1311-5065
dc.identifier.uri	http://dspace.adiyaman.edu.tr:8080/xmlui/handle/20.500.12414/3369
dc.description.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.	tr
dc.language.iso	en	tr
dc.publisher	Scıbulcom Ltd	tr
dc.subject	Discovery-based learning	tr
dc.subject	Inductive and deductive reasoning	tr
dc.subject	Photosynthesis and respiration	tr
dc.subject	Teacher questioning	tr
dc.title	Use of discovery-based inductive questioning in re-organising high school students cognitive structures. A practical study	tr
dc.type	Article	tr
dc.contributor.authorID	0000-0002-3897-5511	tr
dc.contributor.department	Adiyaman Univ, Fac Educ, Dept Sci & Technol	tr
dc.identifier.endpage	1336	tr
dc.identifier.issue	3A	tr
dc.identifier.startpage	1325	tr
dc.identifier.volume	14	tr
dc.source.title	Journal Of Environmental Protection And Ecology	tr