Özet:

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.

Anahtar Kelimeler: