Abstract:

In this study, it is aimed to develop a valid and reliable learning situation test consisting of context-based questions about the measurement of force and friction within the framework of the science curriculum. For this purpose, the learning outcomes in the curriculum, the contents of the textbooks and the Education Information Network platform were examined in depth. Afterwards, sample questions related to the relevant subject were determined in the national and international exams conducted centrally. Due to the context-based preparation of the questions, context samples were collected from 172 science teachers working in different geographical regions of Turkey in order to ensure context diversity. Expert opinions were taken regarding the questions. The study group consists of 240 secondary school students studying in the fifth grade. After the item analysis, the Context-Based Learning Situations Test (CLST) consisting of 23 questions was obtained. The mean item difficulty of the CLST was calculated as 0.49 and the mean item discrimination was calculated as 0.60. As a result of the reliability study, the KR-20 internal consistency coefficient was found to be 0.86.