Okul Öncesi̇ Eği̇ti̇m Etki̇nli̇k Ki̇tabinin Yeni̇lenmi̇ş Bloom Taksonomi̇si̇’ne Göre İncelenmesi̇

Yılmaz, Arif; Akbaba, Fikrinaz Damla; Halıpınar, Fatma Merve; Oral, Selin Süar; Ünlü, Ayşenur Ulusoy

doi:10.19171/uefad.790815

Cited by 4 publications

(1 citation statement)

References 36 publications

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“…Therefore, the questions that support teaching during the lesson, the study questions in the textbooks and the questions in the prepared activities should have the potential to define the problem and produce solutions by activating thinking. On the other hand, some studies on the cognitive levels of textbooks activities (Büken & Artvinli, 2020;Durukan & Demir, 2017;Yılmaz & Gazel, 2017;Yılmaz et al, 2021) emphasized the difficulty of obtaining high-level thinking skills from students by using activities prepared with low-level thinking skills. Hence, questions should be prepared to activate the thoughts of those who are expected to solve them, not just the thoughts of the individuals who prepare them.…”

Section: Introductionmentioning

confidence: 99%

Examining Social Studies Course Questions in Terms of Question Type and Test Item Writing Techniques

Çopur,

Önal

2023

TAY Journal

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This study aimed to determine the question type of the written exam questions prepared by the social studies teachers and to examine the compatibility of the questions with the item writing techniques by using the document analysis method. Study data were collected from 20 social studies teachers and analyzed through the "Item Writing Techniques Checklist". Research findings revealed that social studies teachers preferred multiplechoice question types the most in written exam questions, followed by two-choice, fill-in-the-blank, matching and open-ended question types, respectively. In addition, findings showed that teachers were open to improvement reading criteria such as phrasing the stem of the question clearly, directly and simply, creating equivalent clauses in grammar, length, and complexity, distractor development, shaping items around a single proposition or idea, stating that each equivalent may not be used once, more than once, or not at all, including more responses than premises, not leaving spaces of the same width, and hinting at the correct answer. Based on these result, it I suggested to conduct applied studies to investigate the reasons why open-ended questions are rarely used although they are crucial in terms of developing students' high-level thinking skills as well as to determine the level of acquisition of the achievements in the analysis, synthesis and evaluation steps and to develop projects to ensure the professional development of teachers in terms of acquisition-based and skillbased item writing techniques.

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Section: Introductionmentioning

confidence: 99%

Examining Social Studies Course Questions in Terms of Question Type and Test Item Writing Techniques

Çopur,

Önal

2023

TAY Journal

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The Connection Between Forest School and Preschool Programs: A Comparison Study

AYDEMİR,

YİĞİT GENÇTEN

2023

ENAD

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The forest school approach, implemented in an increasing number of schools globally, offers opportunities for children to explore and engage in activities in natural settings. In the preschool period, considered critical for children's overall development at the beginning of their lives, being intertwined with nature supports children’s becoming active learners. In early years education, in this manner, programs are formed based on children's developmental and individual needs through the Preschool Education Program developed by the Ministry of National Education and implemented in 2013 to engage students actively. As all early-year institutions in Turkey are required to follow the guidelines in this program, this study aims to examine the connection between the program and the forest school approach to highlight similarities and differences so that the place of the forest school approach in the program can be understood. The data consisted of program documents and an extensive literature review on the forest school approach. In addition, in order to analyze the data, we engaged in document analysis. Results showed that the preschool program and the forest school approach coincided. Therefore, it is suggested that preschool programs in early years classrooms should include more nature-related activities.

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MEB Okul Öncesi Etkinlik Kitabındaki Matematik Etkinliklerinin NCTM Standartları Açısından İncelenmesi

Kılıç,

Sezer

2024

CUE

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Bu çalışmada, Millî Eğitim Bakanlığı (MEB) Temel Eğitim Genel Müdürlüğü tarafından 2019 yılında yayımlanmış Okul Öncesi Eğitim Etkinlik Kitabı’ndaki matematik etkinliklerinin Ulusal Matematik Öğretmenleri Konseyi’nin (National Council of Mathematics Teachers- NCTM) 2000 yılında yayımladığı rapor esas alınarak matematik eğitimi içerik standartları açısından incelenmesi amaçlanmıştır. Nitel araştırma yönteminden yararlanılan bu çalışmada, veriler doküman incelemesi yöntemiyle elde edilmiştir. Etkinlik kitabında yer alan 341 etkinlikten 76’sının matematik etkinliği olduğu belirlenmiş ve bu etkinlikler araştırma kapsamına dahil edilmiştir. Veriler, betimsel analiz yönteminden yararlanılarak analiz edilmiştir. Analiz sonucunda, kitaptaki matematik etkinliklerinin büyük çoğunluğunun NCTM içerik standartlarını karşıladığı belirlenmiştir. Ayrıca kitapta yer alan matematik etkinliklerinin çoktan aza doğru sırayla sayı, geometri, veri analizi ve olasılık, cebir, işlem, ve ölçme boyutuna yönelik hazırlanmış olduğu tespit edilmiştir. Araştırmada ulaşılan sonuçlardan yola çıkarak, okul öncesi öğretmenlerinin matematik etkinliklerini uygulamasının matematik becerilerini desteklemekte faydalı olacağı, bununla birlikte kitapta sayıca daha az yer alan cebir, işlem ve ölçme alanlarında etkinlikler planlayarak eğitim sürecine entegre etmelerinin gerekli olduğu düşünülmektedir.

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Okul Öncesi̇ Eği̇ti̇m Etki̇nli̇k Ki̇tabinin Yeni̇lenmi̇ş Bloom Taksonomi̇si̇’ne Göre İncelenmesi̇

Cited by 4 publications

References 36 publications

Examining Social Studies Course Questions in Terms of Question Type and Test Item Writing Techniques

Examining Social Studies Course Questions in Terms of Question Type and Test Item Writing Techniques

The Connection Between Forest School and Preschool Programs: A Comparison Study

MEB Okul Öncesi Etkinlik Kitabındaki Matematik Etkinliklerinin NCTM Standartları Açısından İncelenmesi

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