Anadolu Öğretmen Dergisi
Yazarlar: ["Nurcan KORKUT", "Naim UZUN"]
Konular:-
DOI:10.35346/aod.1310251
Anahtar Kelimeler:Yenilenmiş Bloom taksonomisi,LGS fen bilimleri sorusu,MEB örnek fen bilimleri sorusu,2018 FBDÖP
Özet: With this research, it is aimed to examine the distribution of science questions published at HSEE between 2018-2022 and the sample science questions of the Ministry of National Education (MoNE) according to the eighth grade objectives included in the 2018 Science Course Curriculum (SCC) with the Revised Bloom Taxonomy (RBT). In the study, 315 MoNE sample science questions and 80 HSEE science questions were distributed according to the objectives in the 2018 SCC and the cognitive process steps of the RBT. While determining the distribution of the questions according to the acquisition and cognitive process steps and the cognitive process steps of the objectives in the 2018 SCC, the help of three science teachers and two expert opinions were obtained. As for the methodology of the research, document analysis method from qualitative research method was used. The maximum diversity sampling method was chosen in the selection of the questions to be the subject of the research. Data collection tools are formed by 2018 SCC, HSEE science questions applied between 2018-2022, MoNE sample questions and RBT. In the analysis of the data, the distribution of MoNE sample questions and HSEE published science questions according to the 2018 SCC and RBT were tabularized and frequency distributions and percentage calculations were analyzed descriptively. The reliability coefficient of the study was calculated as 0.83. As a result, it can be said that it is reliable. It has been determined that the HSEE science questions and the MoNE sample science questions between 2018-2022 are accumulated at the lower-level cognitive process steps. Furthermore, the number of questions at the higher-level cognitive process steps is very small, and there are no questions at the creation step. The sample questions of the MoNE are more at the steps of the higher-level cognitive process. The questions are not distributed homogeneously to the lower stage of the RBT in the cognitive process dimension. It has been acknowledged that sample science course questions of HSEE and Ministry of National Education between 2018-2022 do not represent most of the objectives among 61 ones. Moreover, it has even been seen that there are units and achievements that have not taken place in the questions for some years. Some suggestions have been made to the developers of this orientation program, the researches who will work in this field, and the question preparation commission.