Matematik ve Fen Öğretmen Adaylarının Soru Sorma Becerileri ve Bu Becerileri Elde Etme Yolları. (Questioning skills and the skills acquisition paths of mathematics and science teachers)

The purpose of case study is to investigate pre-service mathematics and science teachers’ attitudes towards questioning skills and perceptions of both pre-service and other teachers’ acquisition of questioning skills. 28 seniors volunteered to participate in the study. While the views of 10 pre-service teachers are reported through one-on-one semi-structured interviews, the remaining 18 individuals are reported via writing. The pre-service teacher interviews’ responses, both oral and written, were analyzed utilizing the constant comparison method (Lincoln & Guba, 1985). The analyses of 28 TCs’ verbatim transcripts revealed six themes; roles of questioning techniques in instruction, development of questioning skills, roles of colleges and internships in developing questioning skills, factors in effective asking questions, and factors stopping students answering.