Examination of Theme Questions in 8th Grade Turkish Textbook According to Revised Bloom's Taxonomy and PISA Reading Skills Proficiency Levels

Kübra Altun; Derya Yıldız

Makale detayları

Examination of Theme Questions in 8th Grade Turkish Textbook According to Revised Bloom's Taxonomy and PISA Reading Skills Proficiency Levels

Yazarlar:

Kübra Altun | Derya Yıldız

Yayıncı:

Ege University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ege Eğitim Dergisi Vol.24 Issue 1, pp.90-106

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001283921

pISSN:

1307-4474

Anahtar kelimeler:

Özet:

 In this research, it is aimed to analyze the theme evaluation questions in the 8th grade Turkish textbook used in the 2020 - 2021 academic year, according to revised Blooms cognitive domain taxonomy and PISA reading skills proficiency levels. The survey model was used in the research, which is a qualitative study. Document analysis was used in the collection of research data; descriptive analysis was used in the analysis of the data. Examining the evaluation questions according to PISA reading skills proficiency levels constituted the first dimension of the research, while examining the revised Blooms Taxonomy according to the cognitive domain classification constituted the second dimension. As a result of the study, it was determined that the theme evaluation questions in the examined textbook were insufficient in measuring high-level skills according to both the PISA reading skills proficiency levels and the cognitive domain steps of the Blooms Taxonomy. It was also concluded that the questions were mainly multiple-choice and reflected low-level skills. Based on the findings obtained in the study, it has been suggested that Turkish textbooks should be handled in terms of both criteria accepted in the international literature and should be handled in a way that develops high-level skills.

 In this research, it is aimed to analyze the theme evaluation questions in the 8th grade Turkish textbook used in the 2020 - 2021 academic year, according to revised Blooms cognitive domain taxonomy and PISA reading skills proficiency levels. The survey model was used in the research, which is a qualitative study. Document analysis was used in the collection of research data; descriptive analysis was used in the analysis of the data. Examining the evaluation questions according to PISA reading skills proficiency levels constituted the first dimension of the research, while examining the revised Blooms Taxonomy according to the cognitive domain classification constituted the second dimension. As a result of the study, it was determined that the theme evaluation questions in the examined textbook were insufficient in measuring high-level skills according to both the PISA reading skills proficiency levels and the cognitive domain steps of the Blooms Taxonomy. It was also concluded that the questions were mainly multiple-choice and reflected low-level skills. Based on the findings obtained in the study, it has been suggested that Turkish textbooks should be handled in terms of both criteria accepted in the international literature and should be handled in a way that develops high-level skills.

 In this research, it is aimed to analyze the theme evaluation questions in the 8th grade Turkish textbook used in the 2020 - 2021 academic year, according to revised Blooms cognitive domain taxonomy and PISA reading skills proficiency levels. The survey model was used in the research, which is a qualitative study. Document analysis was used in the collection of research data; descriptive analysis was used in the analysis of the data. Examining the evaluation questions according to PISA reading skills proficiency levels constituted the first dimension of the research, while examining the revised Blooms Taxonomy according to the cognitive domain classification constituted the second dimension. As a result of the study, it was determined that the theme evaluation questions in the examined textbook were insufficient in measuring high-level skills according to both the PISA reading skills proficiency levels and the cognitive domain steps of the Blooms Taxonomy. It was also concluded that the questions were mainly multiple-choice and reflected low-level skills. Based on the findings obtained in the study, it has been suggested that Turkish textbooks should be handled in terms of both criteria accepted in the international literature and should be handled in a way that develops high-level skills.

 Bu çalışmada 2020 - 2021 eğitim yılında kullanılan 8. sınıf Türkçe ders kitabındaki tema değerlendirme sorularının Bloomun revize edilmiş bilişsel alan taksonomisine ve PISA okuma becerileri yeterlik seviyelerine göre incelenmesi hedeflenmiştir. Nitel bir çalışma olan araştırmada tarama modeli kullanılmıştır. Verilerin toplanmasında doküman incelemesi tekniğinden yararlanılmış, verilerinin çözümlenmesinde ise betimsel analiz kullanılmıştır. Okuma becerileri yeterlik seviyelerine göre tema sorularının PISA okuma becerileri bakımından incelenmesi çalışmanın ilk boyutunu oluştururken Bloom Taksonomisinin bilişsel alan sınıflandırması çerçevesinde incelenmesi ise ikinci boyutunu oluşturmuştur. Araştırma sonucunda, incelenen Türkçe kitabındaki tema değerlendirme sorularının revize edilmiş Bloom Taksonomisinin bilişsel alan düzeyleri ve PISA okuma yeterlik seviyeleri bakımından üst seviye becerileri ölçmede yetersiz olduğu belirlenmiştir. Soruların genellikle çoktan seçmeli soru biçiminde olduğu ve alt seviye becerileri içerdiği araştırma sonucunda elde edilmiş bulgulardandır. Araştırmada ulaşılan bulgulardan hareketle Türkçe ders kitaplarının uluslararası alan yazında kabul gören her iki ölçüt bakımından ele alınarak özellikle üst düzey becerileri geliştirici biçimde ele alınması önerilmiştir.

Makale detayları

Examination of Theme Questions in 8th Grade Turkish Textbook According to Revised Bloom's Taxonomy and PISA Reading Skills Proficiency Levels

Yazarlar:

Kübra Altun | Derya Yıldız

Yayıncı:

Ege University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ege Eğitim Dergisi Vol.24 Issue 1, pp.90-106

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001283921

pISSN:

1307-4474

Bloom's Taxonomy

PISA reading proficiency levels

Theme evaluation questions

Bloom Taksonomisi

PISA okuma becerileri yeterlik seviyeleri

Tema değerlendirme soruları

Sayı

Makale detayları

Examination of Theme Questions in 8th Grade Turkish Textbook According to Revised Bloom's Taxonomy and PISA Reading Skills Proficiency Levels

Yazarlar: Kübra Altun | Derya Yıldız

Yayıncı: Ege University

Ana Başlıklar: Alan Eğitimleri

Dergi: Ege Eğitim Dergisi Vol.24 Issue 1, pp.90-106

Belge Tipi: Makale

Yayın Tarihi: 3/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001283921

pISSN: 1307-4474

Bloom's Taxonomy

PISA reading proficiency levels

Theme evaluation questions

Bloom Taksonomisi

PISA okuma becerileri yeterlik seviyeleri

Tema değerlendirme soruları

Sayı

Yazarlar:

Kübra Altun | Derya Yıldız

Yayıncı:

Ege University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ege Eğitim Dergisi Vol.24 Issue 1, pp.90-106

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001283921

pISSN:

1307-4474