Abstract:

The purpose of this research is to evaluate the science questions of the High School System (LGS) exam held between 2018-2021 in terms of Context- Based Learning (CBL) approach. In the study, case study model from qualitative research method designs and instrumental case study model from case study model were used. The sample of the research consists of the science questions of the LGS exam applied between 2018-2021. Document analysis was preferred as a data collection tool. In the research, the data were analyzed according to content analysis. As a result of the analysis, it has been determined that the rate of Context-Based Question (CBQ) has been low since the beginning of the implementation of the science questions in the LGS, which was applied between 2018-2021, it has been determined that there is no standard regarding this ratio. Another cocnlusion reached in the study is that LGS questions consist of questions that require thinking skills. In line with the result reached, considering all of the BTS criteria while preparing the LGS questions, repeating the current study with the support of different data collection tools together with the document, within the scope of the CBL approach; it has been suggested that new studies should be carried out in order to determine the compatibility between acquisition-LGS questions, measurement and evaluation questions- LGS questions.

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