Ortaokul matematik öğretmenlerinin sınav soruları ile beceri temelli matematik sorularının Yenilenmiş Bloom Taksonomisi'ne göre analizi
[ X ]
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Milli Eğitim Bakanlığı(MEB), yayımladığı 2023 Eğitim Vizyonu belgesiyle Türk eğitim sisteminin geleceğini hangi temeller üzerine inşa edeceğini açıklamıştır. Bu belgede geçen sınav sorularının uygulama, analiz, sentez boyutlarında ve 21. yüzyıl becerileri olarak yaygınlaşan "eleştirel düşünce, karmaşık problem çözme ve yaratıcılık" gibi becerilerin kullanılmasıyla çözülebilecek düzeyde olması amaçlanmaktadır. Bu araştırmanın amacı; ortaokul matematik öğretmenlerinin sınav soruları ile MEB tarafından yayımlanan beceri temelli matematik sorularının Yenilenmiş Bloom Taksonomisi (YBT)'ne göre hangi bilgi birikimi ve bilişsel süreç boyutlarında yer aldığını belirlemektir. Bu araştırmada nitel yöntemlerden doküman inceleme yöntemi kullanılmıştır. Bu kapsamda MEB tarafından yayımlanan 5., 6. ve 7. Sınıf beceri temelli testlerdeki matematik soruları ile ortaokul matematik öğretmenlerinin sınav soruları iki kodlayıcı tarafından YBT'ye göre analizi yapılarak sınıflandırılmıştır. Araştırma sonucunda MEB'in beceri temelli matematik soruları YBT'de bilgi boyutu bazında daha üst bilişsel seviyeleri ölçerken, matematik öğretmenlerinin soruları ise olgusal ve kavramsal seviyedeki daha düşük bilişsel seviyeyi ölçtüğü bulgusuna varılmıştır. Bilişsel süreç boyutuna göre araştırmanın sonucuna baktığımızda ise MEB'in beceri temelli matematik sorularının %90'ı ağırlıklı olarak anlama, uygulama ve çözümleme seviyesinde olup %10'u ise değerlendirme ve yaratma seviyesindedir. MEB'de hatırlama basamağında hiç soru yer almamıştır. Ortaokul matematik öğretmenlerinin hazırladıkları sorularda ise, soruların %99,9'u hatırlama, anlama ve uygulama basamağında olup sadece bir soru çözümleme basamağındadır. Bu sonuçlardan hareketle MEB'in beceri temelli matematik soruları, öğrencilerin daha üst becerilerini ölçen soru seviyesinde yer alırken ortaokul öğretmenlerinin soruları, öğrencileri bir üst sınıfa üstbilişsel becerilerle taşımayıp beceri temelli soruları da barındıran LGS 'ye yeterli ölçüde hazırlamamaktadır. Öğretmen sınav soruları ile MEB'in beceri temelli matematik soruları YBT'nin bilgi birikimi ve bilişsel süreç boyutu açısından dengeli ve uyumlu hale getirilirse, daha üst düzey becerileri ölçen uluslararası sınavlarda (PISA ve TIMSS gibi) ülke olarak daha başarılı sonuçlar elde edilmesi beklenilebilir. Anahtar Kelimeler: Beceri temelli matematik soruları, matematik eğitimi, sınav soruları, Yenilenmiş Bloom Taksonomisi
The Ministry of National Education (MEB) has announced with its 2023 Education Vision document, on which foundations the Turkish education system will build its future. It is aimed that the exam questions in this document are at a level that can be solved with the use of skills such as "critical thinking, complex problem solving and creativity" that have become widespread as 21st century skills in application, analysis, synthesis dimensions. The purpose of this research; to determine in which knowledge and cognitive process dimensions middle school mathematics teachers exam questions and skill-based mathematics questions are included according to the Revised Bloom Taxonomy (YBT). In this study, document analysis method, one of the qualitative methods, was used. In this context, math questions in 5th, 6th and 7th grade skill-based tests published by MEB and exam questions of middle school math teachers were analyzed by two coders according to YBT and classified. As a result of the research, it was found that skills-based mathematics questions of the Ministry of Education measure higher cognitive levels on the basis of knowledge dimension in YBT, while mathematics teachers' questions measure lower cognitive level in factual and conceptual level. When we look at the result of the research according to the cognitive process dimension, 90% of the skill-based mathematics questions of the Ministry of National Education are mainly at the level of understanding, application and analysis, and 10% are at the level of evaluation and creation. There were no questions in the remembering step in the Ministry of National Education. In the questions prepared by middle school mathematics teachers, 99.9% of the questions are at the stage of remembering, understanding and applying, and only one question analysis stage. Based on these results, the skill-based mathematics questions of the Ministry of National Education are at the question level that measure the higher skills of the students, while the questions of the middle school teachers do not prepare the students to the next class with metacognitive skills and do not prepare them for the LGS, which also includes skills-based questions. If the teacher exam questions and the skillsbased mathematics questions of the Ministry of National Education are balanced and harmonized in terms of the knowledge and cognitive process dimension of YBT, more successful results can be expected as a country in international exams that measure higher-level skills (such as PISA and TIMSS). Keywords: Skill-based math questions, mathematics education, exam questions, Revised Bloom's Taxonomy
The Ministry of National Education (MEB) has announced with its 2023 Education Vision document, on which foundations the Turkish education system will build its future. It is aimed that the exam questions in this document are at a level that can be solved with the use of skills such as "critical thinking, complex problem solving and creativity" that have become widespread as 21st century skills in application, analysis, synthesis dimensions. The purpose of this research; to determine in which knowledge and cognitive process dimensions middle school mathematics teachers exam questions and skill-based mathematics questions are included according to the Revised Bloom Taxonomy (YBT). In this study, document analysis method, one of the qualitative methods, was used. In this context, math questions in 5th, 6th and 7th grade skill-based tests published by MEB and exam questions of middle school math teachers were analyzed by two coders according to YBT and classified. As a result of the research, it was found that skills-based mathematics questions of the Ministry of Education measure higher cognitive levels on the basis of knowledge dimension in YBT, while mathematics teachers' questions measure lower cognitive level in factual and conceptual level. When we look at the result of the research according to the cognitive process dimension, 90% of the skill-based mathematics questions of the Ministry of National Education are mainly at the level of understanding, application and analysis, and 10% are at the level of evaluation and creation. There were no questions in the remembering step in the Ministry of National Education. In the questions prepared by middle school mathematics teachers, 99.9% of the questions are at the stage of remembering, understanding and applying, and only one question analysis stage. Based on these results, the skill-based mathematics questions of the Ministry of National Education are at the question level that measure the higher skills of the students, while the questions of the middle school teachers do not prepare the students to the next class with metacognitive skills and do not prepare them for the LGS, which also includes skills-based questions. If the teacher exam questions and the skillsbased mathematics questions of the Ministry of National Education are balanced and harmonized in terms of the knowledge and cognitive process dimension of YBT, more successful results can be expected as a country in international exams that measure higher-level skills (such as PISA and TIMSS). Keywords: Skill-based math questions, mathematics education, exam questions, Revised Bloom's Taxonomy
Açıklama
Fen Bilimleri Enstitüsü, Matematik Eğitimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
