Abstract:

In our research, the science questions of secondary school examinations of OKS, SBS, and TEOG that are held for the past 10 years and LGS sample questions that are published in December 2017 are evaluated by teacher candidates for the purpose of obtaining their views. Additionally, afterward of these evaluations teacher candidates’ opinions and recommendations regarding the placements of students to high schools are attained. In this scope, it is targeted to acknowledge the high school entrance exam experiences of the science teacher candidates, their interpretation of those experiences and what their experiences mean for them. Therefore, general qualitative research method was designated. In this research, among other qualitative research types, phenomenology research was used to obtain data. In the data analysis, descriptive analysis technique was used. When teacher candidates examined the questions of OKS, SBS and TEOG, they indicated the hardest one as being OKS. The majority of teacher candidates stated that the OKS and SBS questions were selective, however, TEOG questions were not. When teacher candidates compared OKS to other exams, they viewed it as being more inclusive. Teacher candidates who analyzed the sample questions of LGS think that it will be more selective than the current TEOG examination. Among all the examinations that teacher candidates evaluated so far, they found LGS to be the most selective and applicable. According to the expressions of teacher candidates, it can be inferred that regarding the placement of high school students, they did not recommend any system that excluded examinations. In general, teacher candidates recommended an examination system that should take account of students interests, talents and wills. They stated that the examination should not only consist of multiple choice questions yet it should also include open-ended questions that give more space to application and it should include ability measuring specific questions and applications. They proposed that within the scope of the lessons taken together with the exam, teacher evaluations and interviews by determined commissions should be made; academic scores and activities that affect social developments should also be evaluated.

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