Özet:

According to Bloom's taxonomy, knowledge and understanding are first two levels of the cognitive domain. Questions which aim to determine students' knowledge and understanding are markedly different from probing questions which aim to determine students' misconceptions about science concepts. Yet, these two types of questions are still being confused. This paper will therefore primarily focus on the differences between probing questions, variously called as diagnostic questions and research probes, and knowledge/understanding questions in terms of the philosophy of science and assumptions about the scientific method upon which they are drawn, objectives that they imbibe and issues regarding their design. Also there will be some discussion on validity and reliability issues of a research technique which uses probing questions as a main data gathering technique.

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