Öğretmen Adaylarının Ortaokul Matematik Dersi Kazanımlarını Yenilenmiş Bloom Taksonomisine Yerleştirebilme ve Soru Yazabilme Becerileri

Özgül, Duygu Altayli; Polat, Kübra

doi:10.35675/befdergi.781416

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…Similarly, Rahmatih et al (2020) found that the questions prepared by prospective primary teachers were predominantly low-level. It seems that prospective teachers are better equipped to identify and formulate questions corresponding to understand and apply Polat, 2021;Cumhur et al, 2018;Sebastian, 2020). The questions prepared by prospective primary teachers in Turkish and mathematics courses are mostly in the apply and understand levels of revised Bloom's taxonomy.…”

Section: Discussionmentioning

confidence: 99%

“…In the literature, various studies investigated pre-service teachers' question preparation skills in terms of revised Bloom's taxonomy. These investigations analyzed the questions prepared by prospective teachers across different disciplines: Turkish language (Aktaş, 2017;Eyüp, 2012), science (Koray et al, 2005;Özcan & Akcan, 2010), social studies (Mercan Işık, 2019), and mathematics (Altaylı Özgül & Polat, 2021;Öztürk, 2019;Sebastian, 2020). In the realm of primary school teaching, studies examined the questions prepared by primary teachers in science (Dindar & Demir, 2006), prospective teachers on fractions (Özçakır-Sümen & Karakaş, 2022), and different text types in Turkish language (Aktaş, 2017;Erdoğan & Erdoğan, 2018) through the lens of the revised Bloom's Taxonomy.…”

Section: Introductionmentioning

confidence: 99%

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A Taxonomic Analysis of the Questions Prepared by Prospective Primary Teachers for Primary School Mathematics and Turkish Language Courses

Aşıkcan,

Uygun

2023

IJELS

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The aim of this study is to investigate the cognitive process dimension of the revised Bloom’s taxonomy in the question preparation of prospective primary school teachers in fourth grade Turkish and mathematics courses. This research is a descriptive study carried out following the survey model, one of the quantitative research methods. The study group consisted of 85 prospective teachers in their final year of the undergraduate programme in primary education at a state and foundation university in Turkey. The data were obtained through questions prepared by the prospective teachers through question preparation forms on Turkish and mathematics courses. These data were analyzed using the descriptive analysis method. The study concluded that the majority of questions prepared by prospective primary teachers in both courses were in the lower levels of the cognitive process dimension of revised Bloom’s Taxonomy (remember, understand and apply). It was found that the questions in the Turkish language course were mostly prepared in the remember and understand dimensions and in the mathematics course were mostly prepared in the apply and understand dimensions. In light of these results, it can be suggested that the preparation of high-level questions in terms of the revised Bloom’s taxonomy should be included more in undergraduate education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Taxonomic Analysis of the Questions Prepared by Prospective Primary Teachers for Primary School Mathematics and Turkish Language Courses

Aşıkcan,

Uygun

2023

IJELS

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Matematik ve Fen Bilimleri Öğretim Programı Kazanımları, Ders Kitabı Soruları ve LGS Sorularının Karşılaştırılması

SUCUOĞLU,

YASEMİN,

YILMAZ

2023

Cukurova University Faculty of Education Journal

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This study aims to analyse Grade 8 objectives in the year 2018 Mathematics and Sciences curricula, and the compatibility between the 2021-2022 academic period textbooks of the Ministry of National Education (MEB) and the year 2019, 2020, 2021 and 2022 High School Placement Exam (LGS) questions according to Original Bloom Taxonomy. The 52 objectives specified under Grade 8 Mathematics Curriculum and the 61 objectives specified under Grade 8 Sciences Curriculum as well as the review questions at the end of modules and units of the Mathematic textbooks and Science textbooks were analysed against the 160 LGS questions posed under the science examination section in the years 2019, 2020, 2021 and 2022 in order to gather data. Analysis of Grade 8 Mathematics Curriculum has shown that largest objectives were observed in practice (f= 20) and comprehension (f= 18) stages. Analysis of Grade 8 Sciences Curriculum has shown that objectives in this domain were observed to be at knowledge stage for eight objectives, at comprehension stage for 25 objectives, at practice stage for seven objectives, at analysis stage for three objectives, at synthesis stage for eight objectives and at assessment stage for six objectives. It is found that objectives under both curricula cover multiple cognitive domain stages. Study data has led to identification of no affective objective among mathematics objectives, while two affective and two psychomotor domain objectives were identified among science objectives. Analysis of both curricula reveal that the objectives under the curricula and questions in the textbooks are supportive regarding LGS questions aimed at comprehension and practice stages, but insufficient for questions aimed at analysis and assessment stages which require higher level cognitive skills.

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Öğretmen Adaylarının Ortaokul Matematik Dersi Kazanımlarını Yenilenmiş Bloom Taksonomisine Yerleştirebilme ve Soru Yazabilme Becerileri

Cited by 2 publications

References 14 publications

A Taxonomic Analysis of the Questions Prepared by Prospective Primary Teachers for Primary School Mathematics and Turkish Language Courses

A Taxonomic Analysis of the Questions Prepared by Prospective Primary Teachers for Primary School Mathematics and Turkish Language Courses

Matematik ve Fen Bilimleri Öğretim Programı Kazanımları, Ders Kitabı Soruları ve LGS Sorularının Karşılaştırılması

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