Question Tree Technique in Science Education: A Model Implementation

Abstract

The main purpose of this study is to determine the effect of the question tree technique used in the science lesson and the questions brought independently by the students on academic success. In addition, it is to get the opinions of the students about the use of question tree. Mixed method was used in the study. In the study lasting eight weeks, 61 participants participated with random sampling method. A fully structured interview form was preferred in the collection of qualitative data. Question tree questions and academic achievement test were used to collect quantitative data. In descriptively and content analyzes, assistance was taken from Microsoft Excel and SPSS 17 programs. T-Test, ANCOVA, frequency and percentage and participant citations were used to interpret the data. According to the findings; it was determined that the question tree technique did not make a significant difference on the academic achievement of the experimental and control groups. The test of question tree questions did not affect academic success. It is thought that bringing the questions out of the book, freeing them not under the control of the teacher, and using the low level questions are effective on this result. It has been determined that the questions used in the question tree are useful and entertaining in learning unclear topics and sharing and solving them with the class. It has been determined that the questions placed in the question tree have effects such as giving information to students and learning new and different questions and solutions.