Analysis of Attainments and Evaluation Questions in Sociology Curriculum according to the SOLO Taxonomy

Korkmaz, Fahrettin; Ünsal, Serkan

doi:10.14689/ejer.2017.69.5

Cited by 14 publications

(9 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, the extended abstract level was the least included level in the 2006 curriculum. This is also valid for the curriculums for other subjects (Gezer & İlhan, 2014;Göçer & Kurt, 2016;Korkmaz & Ünsal, 2017).…”

Section: Differences In Terms Of Subskills Of Readingmentioning

confidence: 67%

A critical perspective in terms of SOLO taxonomy for reading outcomes in mother-tongue teaching curriculums (1981, 2006 and 2019) in Turkey

Aksoy

2021

JLLS

View full text Add to dashboard Cite

Reading skill is important to improve children's higher-order thinking skills. But PISA reading results show that children in Turkey are not sufficient for this skill. That's why this study aimed to investigate the cognitive levels of reading outcomes included in the Turkish course curriculum in terms of The Structure of Observed Learning Outcomes (SOLO) taxonomy related to PISA reading competencies. The learning outcomes that constitute the data source of the research were taken from the secondary school Turkish language course curriculum published by the Teaching and Education Board of the Ministry of National Education in 1981, 2006, and 2019. After completing a document analysis on the reading outcomes, the data obtained were evaluated with descriptive content analysis. The results showed that relational level stands out in terms of percentage of reading outcomes, and this level is mostly in the 2019 curriculum. While the uni-structural level has been decreasing over the years, relational and extended abstract levels have increased. Even if an extended abstract cognitive level has increased over the years, it is still one of the least levels in the curriculums. When subskills of reading are compared, the most widely used is the reading comprehension theme. As a result of the study, it was concluded that there is a need to be handled in a coordinated manner in the reading outcomes of the curriculums in terms of cognitive skills and reading subskills.

show abstract

Section: Differences In Terms Of Subskills Of Readingmentioning

confidence: 67%

A critical perspective in terms of SOLO taxonomy for reading outcomes in mother-tongue teaching curriculums (1981, 2006 and 2019) in Turkey

Aksoy

2021

JLLS

View full text Add to dashboard Cite

show abstract

“…In this context science is viewed as a specialized language, something that may become an additional challenge for learners at all ages. Research shows that gestures and body language support learners both in learning (Cervetti et al, 2015;Pantidos and Givry, 2021) as it can promote moving between spoken language and thought (Bracey and Zoë, 2017), fill gaps in language (Korkmaz and Unsal, 2017), be used as pedagogical scaffolds (Santau et al, 2010), as well as communicating understanding (Siry and Martin, 2014). In the present study, student-generated models was designed to be expressed in the form of playdough creations.…”

Section: Creative Expressions In Science Educationmentioning

confidence: 99%

Moving beyond the language–Visualizing chemical concepts through one’s own creative expression

Adbo

AAkesson-Nilsson²

2022

Front. Educ.

View full text Add to dashboard Cite

The aim of the study was to explore university students’ interpretations of chemical content in the form of physical constructions of atomic nuclei. Playdough was chosen as the means for expression, since it provided the students with the task of choosing the number, form, size, shape, and distance of particles. Data was collected in the form of photographs, written explanations as well as ad hoc notes. Data from 64 students was analyzed using the three levels of analysis as presented by Hedegaard and framed within the theories of models. Results show that students’ choices gave rise to 34 variations of the atomic nuclei. The analysis provided two different categories: models with close resemblance to the teaching model and models with less resemblance to the teaching model. Results show the limitations of verbal and written communication and add to the discussion concerning students’ interpretations of the multitude of atomic models used in teaching. The method was indeed a beneficial tool both for students, who could explore the composition of atomic nuclei and isotopes, and for teachers, who could connect their teaching to students’ interpretations of scientific content since the method brings a new level of detail to discussions.

show abstract

“…The SOLO Taxonomy is an important tool to assess students' knowledge and skills, by examining their answers in depth Chalmers, 2011). The assessment in SOLO taxonomy is based on the quality and structure of the answers given by students toward the questions (Korkmaz & Unsal, 2017). By SOLO taxonomy, teachers can identify their answer responses (learning outcomes) so that the students' understanding level toward a given problem can be determined (Özdemir & Yıldırz, 2015).…”

Section: The Solo Taxonomymentioning

confidence: 99%

“…The SOLO Taxonomy classifies the ability of students' responses to problems into 5 different hierarchical levels: Level 0 : Pre-structural. At this level, students use knowledge without understanding, just repeat the given questions (Goff, Potter, & Pierre, 2014;Potter & Kustra, 2012), and even wrong answers or those of not answering the question (Korkmaz & Unsal, 2017). Level 1 : Uni-structural.…”

Section: The Solo Taxonomymentioning

confidence: 99%

Analysis of Abstract Reasoning From Grade 8 Students in Mathematical Problem Solving With Solo Taxonomy Guide

Kusmaryono

Suyitno

Dwijanto

et al. 2018

View full text Add to dashboard Cite

This research was a descriptive research. Description of research result was presented quantitatively and qualitatively. Subjects of the research were 30 (thirty) 8th graders of SMPN 10 (State Junior High School) in Semarang, Indonesia. Data were collected through tests, documentation, observations, and interview. Student answers documents were observed and analyzed with SOLO Taxonomy guidance. The objective of the study was to analyze and provide an interpretation of students abstract reasoning level in cognitive development based on intended learning outcomes. The result of findings from students’ answers basically showed that students' abstract reasoning on the lower, middle and upper level, was alike to stages of structure complexity improvement. There were two main changes from concrete thinking to abstract thinking: quantitative stage (uni-structural and multi-structural) occurred first, as the number of details in student responses increased and then changed qualitatively (relational and extended abstract) because the detail was integrated into a structural pattern.

show abstract

Analysis of Attainments and Evaluation Questions in Sociology Curriculum according to the SOLO Taxonomy

Cited by 14 publications

References 7 publications

A critical perspective in terms of SOLO taxonomy for reading outcomes in mother-tongue teaching curriculums (1981, 2006 and 2019) in Turkey

A critical perspective in terms of SOLO taxonomy for reading outcomes in mother-tongue teaching curriculums (1981, 2006 and 2019) in Turkey

Moving beyond the language–Visualizing chemical concepts through one’s own creative expression

Analysis of Abstract Reasoning From Grade 8 Students in Mathematical Problem Solving With Solo Taxonomy Guide

Contact Info

Product

Resources

About