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Bu çalışma, kimya öğretmenlerinin uyguladıkları sınav sorularını Yenilenmiş Bloom Taksonomisi’ne göre analiz ederek soruların ölçtüğü bilişsel düzeyleri üniversite giriş sınavlarında sorulan kimya sorularının bilişsel düzeyi ile karşılaştırmak amacı ile yürütülmüştür. Nitel araştırma desenlerinden doküman analizi yöntemi kullanılmıştır. Çalışmanın verileri, 2018-2019 eğitim-öğretim yılı Artvin merkezinde yer alan 5 farklı lisede görev yapan kimya öğretmenlerinin eğitim-öğretim yılı boyunca hazırladıkları sınav sorularından (toplamda 787) ve son 6 yıl (2014-2019) boyunca üniversite giriş sınavlarında sorulan kimya sorularından (207) oluşmaktadır. Araştırma sonucunda kimya öğretmenlerinin yazılı sorularını, bilişsel süreç boyutunda tamamına yakını (%98) alt düzey bilişsel süreç becerisi gerektiren hatırlama, anlama ve uygulama basamaklarından sorduğu tespit edilmiştir. Bilgi boyutunda ise öğretmenlerin sorularını daha çok kavramlar bilgisi düzeyinde kullandıkları tespit edilmiştir. Üniversite giriş sınavlarında sorulan soruların kimya öğretmenlerinin soruları ile karşılaştırması yapıldığında üniversite sınav sorularının kavramlar bilgi boyutunda, kimya öğretmenlerinin sorularının ise olgular bilgisi boyutunda yoğunlaştığı görülmektedir. Üst bilişsel beceri sorusu ise hem kimya öğretmenleri hem de ÖSYM tarafından hiç sorulmamıştır. Bilişsel süreç boyutu açısından kimya öğretmenlerinin yazılılarda ÖSYM sınavlarına göre oransal olarak daha çok hatırlamaya dayalı soruları kullandıkları sonucuna ulaşılmıştır. ÖSYM sınavlarında ise anlama, uygulama ve çözümleme basamaklarına yönelik sorular daha sık kullanılmıştır.
This study was conducted in order to compare the cognitive levels in which the questions were measured by analyzing the exam questions that chemistry teachers applied according to the Updated Bloom Taksonomy with the cognitive level of the chemistry questions asked in the university entrance exam. The method of document analysis is used from the quality research patterns. The study’s data consists of the exam questions prepared by chemistry teachers working in 5 different high schools at the Artvin center in the 2018-2019 educational year (in total 787) and the chemistry questions asked in the university entrance exam during the last 6 years (2014-2019) (207). The research finds that chemistry teachers ask written questions from the memory, understanding and application stages that require lower levels of cognitive process skills (98%) in the entire dimension of the cognitive process. In terms of knowledge, teachers are more likely to use their questions in terms of knowledge. When the questions asked in the university entrance exam are compared to the questions of the chemistry teachers; the university exam questions are focused on the dimensions of the concepts and the questions of the chemistry teachers are focused on the dimensions of the facts. The top cognitive skills questions have never been asked by both chemistry teachers and OSI. In terms of the dimension of the cognitive process, chemistry teachers have achieved the conclusion that they use questions based on memory more proportionally than their exam. In the exam, questions about the phases of understanding, application and analysis were more frequently used.
The aim of this study is to analyze the exam questions prepared by chemistry teachers in accordance with the Revised Bloom’s Taxonomy and to compare the cognitive levels assessed by the questions of the chemistry teachers in the study with the cognitive levels assessed by university entrance exam questions. The study is conducted using document analysis, which one of the qualitative research methods. The data consist of the exam questions (787 in total) prepared by chemistry teachers working in 5 different high schools in the center of Artvin province during the 2018-2019 educational year and chemistry questions in university entrance examination tests (207) within the course of 6 year period (2014-2019). The findings of the study suggest that in terms of cognitive processes dimension, nearly all of the questions of the chemistry teachers (%98) are in the lower cognitive process level and the students are asked from remembering, understanding and applying levels. In terms of knowledge dimension, it is found that that chemistry teachers mostly ask questions at the level of conceptual knowledge. When a comparison is made between the questions of university entrance exam questions and the questions asked by the chemistry teachers, we can see that university entrance exam questions mostly concentrate on conceptual knowledge questions whereas the questions of the chemistry teachers mostly concentrate on factual questions. Procedural knowledge questions are found to be at the same level in both groups. Metacognitive ability questions are never asked by both chemistry teachers and by the Student Selection and Placement Center. In regards to the cognitive processes dimension, it can be concluded the chemistry teachers ask more questions based on remembrance in written exams whereas in university entrance examinations, questions in understanding, applying and analysis levels are used more frequently.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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