Abstract:

This study aims to describe the evaluation questions for the children's literature product story book through a qualitative approach. It is important for an individual to interact with the text in order to make sense of what he/she reads. Questions are one of the most effective tools in interacting with the text. In schools, it is aimed at getting the student to interact with the text through the teacher's questions or the questions in the textbooks. It is also important for students to continue this interaction with individual readings. From this point of view, a qualitative study has been performed with the purpose of describing the evaluation questions of the storybook product of primary school 3rd-grade children's literature in the research. The sample of the study consists of children's literature product storybooks with question content at the 3rd grade level of primary school, published in 2018 and later, using the typical case sampling method, which is one of the purposive sampling methods. In the research, five book sets belonging to different publishers and 428 questions in 20 storybooks in these sets have been examined. Questions; the number of questions, question types, visual aspects of the questions and the revised Bloom's taxonomy were examined according to their cognitive process dimension. The document analysis method, one of the qualitative research methods, has been used in the analysis of the data. As a result of the research, it has been seen that 90.63% of the children's literature product storybook evaluation questions consisted of result-oriented questions (multiple-choice, short-answer, fill-in-the-blank, and matching questions). It has also been observed that process-oriented questions (open-ended and performance-based questions) that will support metacognitive thinking skills are included with a rate of 9.34%. Visual elements have been used in 10.74% of the questions examined. These visuals do not support visual reading but make it easier to remember. The questions have been found to have a low cognitive level of memory, with a rate of 76.86 percent in the revised Bloom's taxonomy cognitive process dimension. In the study with the results obtained, suggestions have been made to diversify the types of questions, to ask the recall level questions between the pages or sections, to ask mostly open-ended and performance-based metacognitive questions in the evaluation questions, and to include questions that support visual reading.

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