A Taxonomic Analysis of the Questions Prepared by Prospective Primary Teachers for Primary School Mathematics and Turkish Language Courses

Abstract

The aim of this study is to investigate the cognitive process dimension of the revised Bloom’s taxonomy in the question preparation of prospective primary school teachers in fourth grade Turkish and mathematics courses. This research is a descriptive study carried out following the survey model, one of the quantitative research methods. The study group consisted of 85 prospective teachers in their final year of the undergraduate programme in primary education at a state and foundation university in Turkey. The data were obtained through questions prepared by the prospective teachers through question preparation forms on Turkish and mathematics courses. These data were analyzed using the descriptive analysis method. The study concluded that the majority of questions prepared by prospective primary teachers in both courses were in the lower levels of the cognitive process dimension of revised Bloom’s Taxonomy (remember, understand and apply). It was found that the questions in the Turkish language course were mostly prepared in the remember and understand dimensions and in the mathematics course were mostly prepared in the apply and understand dimensions. In light of these results, it can be suggested that the preparation of high-level questions in terms of the revised Bloom’s taxonomy should be included more in undergraduate education.