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Bu araştırma, Kamu Personeli Seçme Sınavı (KPSS) Öğretmenlik Alan Bilgisi Testlerindeki (ÖABT) Analitik Kimyayla ilişkili soruları Yenilenmiş Bloom Taksonomisine (YBT) göre analiz etmek amacıyla yapılmıştır. Bu kapsam-da 2013-2018 KPSS/ÖABT’ deki toplam 510 soru dokü-man inceleme tekniği ile incelenmiş ve Analitik Kimyayla ilişkili 83 soru analiz edilmiştir. Soruların 71’i Kimya, 12’si Fen Bilimleri/Fen ve Teknoloji ÖABT’ den alınmıştır. Soruların analizlerinde araştırmacı tarafından hazırlanan şablon kullanılarak tek tek analiz edilmiş ve iki boyutlu taksonomi tablosunda uygun kutucuğa yerleştirilmiştir. Yerleştirmede aynı anda birden fazla bilişsel süreç boyu-tunda olabileceği düşünülen sorularda daha üst düzeydeki boyutlar alınmıştır. Boyutların belirlenmesinde sorunun ad ve fiil kısımları dikkate alınmış olup ad kısmı bilgi boyutu-na, fiil kısmı bilişsel süreç boyutuna karşılık gelecek şekilde analizleri yapılmıştır. Elde edilen bulgulara göre soruların bilişsel süreç boyutları sırasıyla %8,4“Hatırlama”, %27,7 “Anlama”, %49,4” Uygulama”, %14,5 “Çözümleme” olduğu” “Değerlendirme” ve “Yaratma” boyutlarında soru bulunmadığı belirlenmiştir. Bilgi boyutları sırasıyla %7,2’i “Olgusal”, %31,3’ü “Kavramsal” ve %61,5’u “İşlemsel” boyutlarında olduğu, “Üstbilişsel” bilgi boyu-tunda soru bulunmadığı tespit edilmiştir. Soruların yıllara göre dağılımında “Üstbilişsel” boyutta en fazla soru 2015’de, alt bilişsel boyutta 2016’da olduğu belirlenmiştir. Sınav soruları hazırlanırken öncelikle hedeflerin belirlen-mesi, hedeflere rehberlik edecek taksonomilerin oluşturul-ması ve bunun için YBT tablosunun dikkate alınması öne-rilmektedir.
This research was conducted to analyze Analyti-cal Chemistry related questions in Teaching Field Knowledge Tests (TFKT) in the Public Personnel Selection Exam (PPSE) according to the revised Bloom taxonomy (RBT). For this purpose, a total of 510 questions were examined with the help of the document analysis technique of 2013-2018 PPSE /TFKT's and 83 questions related to Analytical chemistry were analyzed. 71 of the questions were taken from Chemistry TFKT, 12 of them were taken from science and technology TFKT. The questions were analyzed one by one according to the prepared tem-plate and placed in the appropriate box on the two-dimensional taxonomy table. At the same time as the placement, questions were considered to be more than one cognitive process dimension and higher dimension were taken. The name and verb part of the problem has been carried out in such a way that the name part is related to the knowledge dimension and the verb is the cognitive process dimensions. According to the findings, it was determined that the cognitive process dimensions of the questions were 8, 4% recall, 27,7% comprehension, 49,4% practice, 14,6% resolution, and no question of evolution and creation dimension. The knowledge dimensions were deter-mined to be 7.2% factual, 31.3% conceptual, 61,5% opera-tional knowledge, respectively. There are no questions in the metacognitive knowledge dimension. When the distribution of the questions according to the years is examined, the most questions at the metacognitive level are in the test in 2015, while the most questions at the subcognitive level are in the 2016. When exam questions are prepared, it is pro-posed to first set targets and to create taxonomies that will guide the targets and to take into consideration the RBT.
This research was conducted to analyse Analyti-cal Chemistry related questions in Teaching Field Knowledge Tests (TFKT) in the Public Personnel Selection Exam (PPSE) according to the revised Bloom taxonomy (RBT). For this purpose, a total of 510 questions were examined with the help of the document analysis technique of 2013-2018 PPSE /TFKT’s and 83 questions related to Analytical chemistry were analysed. 71 of the questions were taken from Chemistry TFKT, 12 of them were taken from science/science and Technology TFKT. The questions were analysed one by one according to the prepared tem-plate and placed in the appropriate box on the two-dimensional taxonomy table. At the same time as the placement, questions were considered to be more than one cognitive process dimension and higher dimension were taken. The name and verb part of problem has been car-ried out in such a way that the name part is related to the knowledge dimension and the verb is the cognitive process dimensions. According to the findings, it was determined that the cognitive process dimensions of the questions were 8, 4% recall, 27,7% comprehension, 49,4% practice, 14,6% resolution, and no question of evolution and crea-tion dimension. The knowledge dimensions were deter-mined to be 7,2% factual, 31,3% conceptual, 61,5% opera-tional knowledge, respectively. There are no questions in metacognitive knowledge dimension. When the distribution of the questions according to the years is examined, the most questions at the metacognitive level are in the test in 2015, while the most questions at sub cognitive level are in the 2016. When exam questions are prepared, it is pro-posed to first set targets and to create taxonomies that will guide the targets and to take into consideration the RBT.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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