The questioning skills in perspective of interrogation learning and conditıon of high school’s history textbooks in history teaching

Abstract

In turkey, text books are still in a central position in history teaching. Because of this, quality of text books are important. In this context, the level and quality of questions asked in the books are effective factors in student’s interrogation learning. In this study, The books, General Turkish History, History 1-2 and Turkish Revolution History and Kemalism, which are used in high schoolls in Turkey are investigated. The questions in these books are analyzed according to Bloom taksonomy. At the end of the study, it’s found that 757 of total 1265 question were at the knowledge stage. 351 questions were seem like they were at the comprehensive stage but actually they were remember (knowledge) stage. In the books there were only 160 comprehensive, 27 application and 1 synthesis stage question. According to this finding, it is found that in the history text books, there were 1108 (%88) lower level questions which need one to just remember the answer. At this condition, it can be said that it is hard to make a critical and interrogation learning by existing history text books.