Özet:

This study aims to reveal the strategy for asking questions for geography teachers and teachers candidates. According to the screening model, the study group was formed by 20 geographical teachers working in the MEB associated secondary education institutions in the 2018-2019 academic year and 4th class 20 geographical teachers candidates studying at the Necmettin Erbakan University. In the research, the work sheet developed on the subject of Map Information as a data collection tool was used. Teachers and teachers candidates were asked to write 20 questions, taking into account the achievements of the map information subject in the work sheet and the relevant text. The obtained questions were analyzed by content analysis method according to the type of question and the updated Bloom Taksonomy. According to the results obtained, geography teachers and teachers candidates were found to use mainly the open end and already selectively question type. Most of the questions prepared by the teachers have been identified in the dimension of the knowledge of the taxonomy in the phase of the conceptual and processional knowledge; and the dimension of the cognitive process in the phase of understanding. The majority of the questions prepared by the teaching candidates are in the knowledge dimension of the taxonomy in the conceptual knowledge and the factual knowledge stage; the knowledge process dimension is in the memory stage. According to the results obtained, geography teachers and teachers candidates have used traditional measurement tools as a general trend in their questions and are trying to process their basic level of thinking skills with their questions prepared.

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