Comparison of Cognitive Levels of High School Entrance Exam Mathematics Questions and 8th Grade Mathematics Textbooks Unit Evaluation Questions

Tuğba Han Dizman; Ali Bozkurt

Makale detayları

Comparison of Cognitive Levels of High School Entrance Exam Mathematics Questions and 8th Grade Mathematics Textbooks Unit Evaluation Questions

Yazarlar:

Tuğba Han Dizman | Ali Bozkurt

Yayıncı:

Mus Alparslan University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Muş Alparslan Üniversitesi Eğitim Fakültesi Dergisi Vol.3 Issue 2, pp.171-190

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307859

pISSN:

2791-7320

Anahtar kelimeler:

Özet:

 The aim of this study is to compare the distribution of high school Entrance Exam LGS mathematics questions and three 8th grade mathematics textbook unit evaluation questions approved according to their cognitive levels. A total of 493 unit evaluation questions in 8th grade mathematics textbooks and 60 mathematics questions asked in LGS were examined. The data were analyzed descriptively. Blooms Taxonomy was used for descriptive analyses. According to the findings obtained from the analyzes, it was seen that the unit evaluation questions in the 8th grade mathematics textbooks were mostly at the cognitive level, then at the application level, and the mathematics questions in LGS were at the application level, then at the analysis level. There are no questions from the knowledge, synthesis and evaluation step in LGS, and there are no questions from the synthesis step in unit evaluation questions. There are only 4 metacognitive questions in the unit evaluation questions. It was seen that the comprehension step came to the fore in unit evaluation questions, while the application step was prominent in LGS mathematics questions. With this aspect, it can be said that the mathematics questions asked in LGS are aimed at using the learned knowledge and concepts, and that the questions in the textbooks are below the cognitive levels of the exam questions.

 The aim of this study is to compare the distribution of high school Entrance Exam LGS mathematics questions and three 8th grade mathematics textbook unit evaluation questions approved according to their cognitive levels. A total of 493 unit evaluation questions in 8th grade mathematics textbooks and 60 mathematics questions asked in LGS were examined. The data were analyzed descriptively. Blooms Taxonomy was used for descriptive analyses. According to the findings obtained from the analyzes, it was seen that the unit evaluation questions in the 8th grade mathematics textbooks were mostly at the cognitive level, then at the application level, and the mathematics questions in LGS were at the application level, then at the analysis level. There are no questions from the knowledge, synthesis and evaluation step in LGS, and there are no questions from the synthesis step in unit evaluation questions. There are only 4 metacognitive questions in the unit evaluation questions. It was seen that the comprehension step came to the fore in unit evaluation questions, while the application step was prominent in LGS mathematics questions. With this aspect, it can be said that the mathematics questions asked in LGS are aimed at using the learned knowledge and concepts, and that the questions in the textbooks are below the cognitive levels of the exam questions.

 The aim of this study is to compare the distribution of high school Entrance Exam LGS mathematics questions and three 8th grade mathematics textbook unit evaluation questions approved according to their cognitive levels. A total of 493 unit evaluation questions in 8th grade mathematics textbooks and 60 mathematics questions asked in LGS were examined. The data were analyzed descriptively. Blooms Taxonomy was used for descriptive analyses. According to the findings obtained from the analyzes, it was seen that the unit evaluation questions in the 8th grade mathematics textbooks were mostly at the cognitive level, then at the application level, and the mathematics questions in LGS were at the application level, then at the analysis level. There are no questions from the knowledge, synthesis and evaluation step in LGS, and there are no questions from the synthesis step in unit evaluation questions. There are only 4 metacognitive questions in the unit evaluation questions. It was seen that the comprehension step came to the fore in unit evaluation questions, while the application step was prominent in LGS mathematics questions. With this aspect, it can be said that the mathematics questions asked in LGS are aimed at using the learned knowledge and concepts, and that the questions in the textbooks are below the cognitive levels of the exam questions.

 Bu çalışmanın amacı, Liselere Giriş Sınavı LGS matematik sorularıyla üç adet 8. sınıf matematik ders kitabı ünite değerlendirme sorularının bilişsel düzeylerine göre dağılımını karşılaştırmaktır. 8. sınıf matematik ders kitaplarındaki toplam 493 ünite değerlendirme sorusu LGSde sorulmuş 60 matematik sorusu analiz edilmiştir. Veriler betimsel olarak analiz edilmiştir. Betimsel analizler için Bloom Taksonomisi kullanılmıştır. Analizlerden elde edilen bulgulara göre 8. sınıf matematik ders kitaplarındaki ünite değerlendirme sorularının bilişsel düzey olarak en fazla kavrama daha sonra uygulama basamağında, LGSdeki matematik soruları ise en fazla uygulama daha sonra analiz basamağında olduğu görülmüştür. LGSlerde bilgi, sentez ve değerlendirme basamağından, ünite değerlendirme sorularında ise sentez basamağından soru yoktur. Ünite değerlendirme sorularında sadece 4 tane üst bilişsel düzeyden soru vardır. Ünite değerlendirme sorularında kavrama basamağı ön plana çıkarken, LGS matematik sorularında ise uygulama basamağının ön plana çıktığı görülmüştür. LGSde sorulan matematik sorularının öğrenilen bilgi ve kavramları kullanmaya yönelik olduğu bu yönüyle de ders kitaplarındaki soruların sınav sorularının bilişsel düzeylerinin altında kaldığı söylenebilir.

Makale detayları

Comparison of Cognitive Levels of High School Entrance Exam Mathematics Questions and 8th Grade Mathematics Textbooks Unit Evaluation Questions

Yazarlar:

Tuğba Han Dizman | Ali Bozkurt

Yayıncı:

Mus Alparslan University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Muş Alparslan Üniversitesi Eğitim Fakültesi Dergisi Vol.3 Issue 2, pp.171-190

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307859

pISSN:

2791-7320

1.Bloom

3. Unit evaluation questions

4. LGS1.Bloom Taksonomisi 2. Ders kitabı

3. Ünite Değerlendirme Soruları

4. LGS

Sayı

Makale detayları

Comparison of Cognitive Levels of High School Entrance Exam Mathematics Questions and 8th Grade Mathematics Textbooks Unit Evaluation Questions

Yazarlar: Tuğba Han Dizman | Ali Bozkurt

Yayıncı: Mus Alparslan University

Ana Başlıklar: Alan Eğitimleri

Dergi: Muş Alparslan Üniversitesi Eğitim Fakültesi Dergisi Vol.3 Issue 2, pp.171-190

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001307859

pISSN: 2791-7320

1.Bloom

3. Unit evaluation questions

4. LGS1.Bloom Taksonomisi 2. Ders kitabı

3. Ünite Değerlendirme Soruları

4. LGS

Sayı

Yazarlar:

Tuğba Han Dizman | Ali Bozkurt

Yayıncı:

Mus Alparslan University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Muş Alparslan Üniversitesi Eğitim Fakültesi Dergisi Vol.3 Issue 2, pp.171-190

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307859

pISSN:

2791-7320