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Bu çalışmanın amacı, Milli Eğitim Bakanlığı (MEB) tarafından 2017’de hazırlanan ilkokul üçüncü sınıf matematik ders kitaplarında yer alan etkinlikler ile ölçme ve değerlendirmeye ilişkin soruların öğretmenlerin ve ölçme ve değerlendirme uzmanlarının görüşlerini alarak incelemektir. Çalışma, nitel araştırma yaklaşımlarından doküman analizi yöntemiyle gerçekleştirilmiştir. Çalışmada veri kaynağı 2017 yılında MEB tarafından basımı yapılarak 2017-2018 eğitim-öğretim yılında uygulanmakta olan ilkokul üçüncü sınıf Matematik ders kitaplarıdır. Ders kitaplarının incelenmesi sürecinde, bir devlet okulunda sınıf öğretmeni olarak görev yapan üç öğretmenin ve bir devlet üniversitesindeki beş ölçme ve değerlendirme uzmanının görüşü alınmıştır. Ders kitaplarındaki etkinlikler hazırlanan kodlama formuna göre incelenmiş ve “Çözelim-öğrenelim”, “Bölüm değerlendirme” ve “Ünite değerlendirme” soruları revize edilen Bloom’un bilişsel düzey basamaklarına göre incelenmiştir. Öğretmenlerin görüşlerine göre, etkinliklerin öğrenci gelişim düzeyine büyük ölçüde uygun ve sınıfta uygulanabilir olduğu, ancak etkinliklerin çoğunda günlük hayatla ilişkilerin zayıf olduğu ve etkinliklerin genellikle öğrencilerin üst düzey düşünme becerilerini ölçmeye uygun olmadığı tespit edilmiştir. Ölçme ve değerlendirme bölümündeki soruların ise revize edilen Bloom taksonomisine göre dağılımı incelendiğinde, soruların yaklaşık yarısının anlama düzeyinde olduğu, ardından en fazla uygulama düzeyinde soruların yer aldığı belirlenmiştir.
The purpose of this study is to examine the activities in the third-grade mathematics textbooks prepared by the Ministry of National Education (MNE) in 2017 and the questions regarding measurement and evaluation by receiving the opinions of primary school teachers and measurement and evaluation experts. The study is carried out with the document analysis method, which is among qualitative research approaches. The data source in the study is the primary school third-grade mathematics textbooks, which were published by the MNE in 2017 and have been implemented in the academic year of 2017-2018. In the process of analyzing the textbooks, opinions of three teachers working as classroom teachers in a public school and five measurement and evaluation experts working at a state university were received. The activities in the textbooks were examined according to the coding form, and the questions of "Let's Solve and Learn," "Chapter evaluation," and "Unit evaluation" were examined according to the cognitive level categories of revised Bloom. According to the teachers' views, these activities are mainly consistent with the level of student development and are applicable in the classroom. However, teachers stated that most of the activities were a weak relationship with daily life, and it was inappropriate for measuring students’ higher-order thinking skills. When the distribution of the questions, according to revised Bloom's taxonomy, is examined, it is seen that approximately half of the questions are at the level of understanding, then the questions are mostly at the application level.
The purpose of this study is to examine the activities in the third-grade mathematics textbooks prepared by the Ministry of National Education (MNE) in 2017 and the questions regarding measurement and evaluation by receiving the opinions of primary school teachers and measurement and evaluation experts. The study is carried out with the document analysis method, which is among qualitative research approaches. The data source in the study is the primary school third-grade mathematics textbooks, which were published by the MNE in 2017 and have been implemented in the academic year of 2017-2018. In the process of analyzing the textbooks, opinions of three teachers working as classroom teachers in a public school and five measurement and evaluation experts working at a state university were received. The activities in the textbooks were examined according to the coding form, and the questions of "Let’s Solve and Learn," "Chapter evaluation," and "Unit evaluation" were examined according to the cognitive level categories of revised Bloom. According to the teachers' views, these activities are mainly consistent with the level of student development and are applicable in the classroom. However, teachers stated that most of the activities were a weak relationship with daily life, and it was inappropriate for measuring students' higher-order thinking skills. When the distribution of the questions, according to revised Bloom's taxonomy, is examined, it is seen that approximately half of the questions are at the level of understanding, then the questions are mostly at the applying level.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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