Opinions of Science Teachers Working in the Measurement and Evaluation Center About the Skill-Based Questions Asked in the LGS Exam

Mehmet Akif Arduç; Nejmettin Yıldırım; İsrafil Evrenkaya

Makale detayları

Opinions of Science Teachers Working in the Measurement and Evaluation Center About the Skill-Based Questions Asked in the LGS Exam

Yazarlar:

Mehmet Akif Arduç | Nejmettin Yıldırım | İsrafil Evrenkaya

Yayıncı:

Anadolu University

Ana Başlıklar:

Science Education

Dergi:

Anadolu University Journal of Education Faculty Vol.8 Issue 3, pp.953-970

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001323818

pISSN:

2602-2249

Anahtar kelimeler:

Özet:

 The purpose of this study is to examine the opinions of science teachers regarding the science course skill-based questions asked in the High School Transition System LGS exam. The phenomenology pattern, one of the qualitative research designs, was used in the research. The study group of the research consists of science teachers working in measurement and evaluation units in provincial directorates affiliated with the Ministry of National Education in different provinces of Turkey in the 2021-2022 academic year. The data of the research were collected with an interview form. In the findings of the research, It was determined that the concepts of attention, higher order thinking skills, life skills, 21st-century skills, difficulty, insufficient time, improvable questions, and incompatible with the textbook were prominent. As a result, it has been determined that students need to be careful and have high-level thinking skills and life skills to solve skill-based questions. Teachers stated that the questions were sometimes unnecessarily challenging, that students had time problems, and that they negatively affected their motivation. In addition, teachers pointed out that students could not complete the questions in the exam and stated that sufficient time should be given. From the teachers opinions, it was understood that the questions were not compatible with the textbook.

 The purpose of this study is to examine the opinions of science teachers regarding the science course skill-based questions asked in the High School Transition System LGS exam. The phenomenology pattern, one of the qualitative research designs, was used in the research. The study group of the research consists of science teachers working in measurement and evaluation units in provincial directorates affiliated with the Ministry of National Education in different provinces of Turkey in the 2021-2022 academic year. The data of the research were collected with an interview form. In the findings of the research, It was determined that the concepts of attention, higher order thinking skills, life skills, 21st-century skills, difficulty, insufficient time, improvable questions, and incompatible with the textbook were prominent. As a result, it has been determined that students need to be careful and have high-level thinking skills and life skills to solve skill-based questions. Teachers stated that the questions were sometimes unnecessarily challenging, that students had time problems, and that they negatively affected their motivation. In addition, teachers pointed out that students could not complete the questions in the exam and stated that sufficient time should be given. From the teachers opinions, it was understood that the questions were not compatible with the textbook.

 The purpose of this study is to examine the opinions of science teachers regarding the science course skill-based questions asked in the High School Transition System LGS exam. The phenomenology pattern, one of the qualitative research designs, was used in the research. The study group of the research consists of science teachers working in measurement and evaluation units in provincial directorates affiliated with the Ministry of National Education in different provinces of Turkey in the 2021-2022 academic year. The data of the research were collected with an interview form. In the findings of the research, It was determined that the concepts of attention, higher order thinking skills, life skills, 21st-century skills, difficulty, insufficient time, improvable questions, and incompatible with the textbook were prominent. As a result, it has been determined that students need to be careful and have high-level thinking skills and life skills to solve skill-based questions. Teachers stated that the questions were sometimes unnecessarily challenging, that students had time problems, and that they negatively affected their motivation. In addition, teachers pointed out that students could not complete the questions in the exam and stated that sufficient time should be given. From the teachers opinions, it was understood that the questions were not compatible with the textbook.

 Bu çalışmanın amacı, fen bilimleri branşında Liselere Geçiş Sistemi LGS sınavında sorulan beceri temelli sorulara ilişkin ölçme ve değerlendirme merkezinde çalışan fen bilimleri öğretmenlerinin görüşlerinin belirlenmesidir. Araştırmada nitel araştırma yöntemlerinden görüşme tekniği kullanılmıştır. Araştırmanın katılımcıları 2021-2022 eğitim-öğretim yılında Türkiyenin farklı illerindeki Millî Eğitim Bakanlığına bağlı il müdürlüklerinde ölçme ve değerlendirme merkezlerinde görev yapan 10 fen bilimleri öğretmeninden oluşmaktadır. Araştırmanın verileri yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırmanın bulgularında; dikkat, üst düzey düşünme becerileri, yaşam becerileri, 21. yüzyıl becerileri, soruların zorluğu, yetersiz süre, iyileştirilebilir sorular ve ders kitabına uyumsuz sorular kavramlarının öne çıktığı belirlenmiştir. Sonuç olarak, beceri temelli soruları öğrencilerin çözebilmeleri için dikkatli olmaları gerektiği, üst düzey düşünme becerilerine ve yaşam becerilerine sahip olmaları gerektiği belirlenmiştir. Soruların bazen gereksiz derecede zorlayıcı olduğu ve bu durumun öğrencilerin motivasyonlarını olumsuz yönde etkilediği öğretmenlerce belirtilmiştir. Ayrıca öğretmenler öğrencilerin sınavda soruları yetiştiremediklerine dikkat çekerek yeterli süre verilmesi gerektiğini ifade etmişlerdir. Öğretmen görüşlerinden soruların ders kitabı ile uyum içerisinde olmadığı anlaşılmıştır. Elde edilen sonuçlar ışığında öğrencilere daha fazla zaman verilmesi gerektiği, soruların öğrencilerin seviyesine göre hazırlanması gerektiği, öğretim programı ve kitaplar gibi kaynakların bu sorular doğrultusunda güncellenmesi gerektiği gibi önerilerde bulunulmuştur.

Makale detayları

Opinions of Science Teachers Working in the Measurement and Evaluation Center About the Skill-Based Questions Asked in the LGS Exam

Yazarlar:

Mehmet Akif Arduç | Nejmettin Yıldırım | İsrafil Evrenkaya

Yayıncı:

Anadolu University

Ana Başlıklar:

Science Education

Dergi:

Anadolu University Journal of Education Faculty Vol.8 Issue 3, pp.953-970

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001323818

pISSN:

2602-2249

Skill-based questions

new generation questions

science

high school transition system

LGS.Beceri temelli sorular

yeni nesil sorular

fen bilimleri

liselere geçiş sistemi

LGS.

Sayı

Makale detayları

Yazarlar: Mehmet Akif Arduç | Nejmettin Yıldırım | İsrafil Evrenkaya

Yayıncı: Anadolu University

Ana Başlıklar: Science Education

Dergi: Anadolu University Journal of Education Faculty Vol.8 Issue 3, pp.953-970

Belge Tipi: Makale

Yayın Tarihi: 7/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001323818

pISSN: 2602-2249

Sayı

Yazarlar:

Mehmet Akif Arduç | Nejmettin Yıldırım | İsrafil Evrenkaya

Yayıncı:

Anadolu University

Ana Başlıklar:

Science Education

Dergi:

Anadolu University Journal of Education Faculty Vol.8 Issue 3, pp.953-970

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001323818

pISSN:

2602-2249