AN INVESTIGATION OF MATHEMATICS AND SCIENCE QUESTIONS IN ENTRANCE EXAMINATIONS FOR SECONDARY EDUCATION INSTITUTIONS IN TURKEY

Lutfi   Incikabi; Mehmet A.  Kurnaz; Murat   Pektas

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AN INVESTIGATION OF MATHEMATICS AND SCIENCE QUESTIONS IN ENTRANCE EXAMINATIONS FOR SECONDARY EDUCATION INSTITUTIONS IN TURKEY

Title	AN INVESTIGATION OF MATHEMATICS AND SCIENCE QUESTIONS IN ENTRANCE EXAMINATIONS FOR SECONDARY EDUCATION INSTITUTIONS IN TURKEY
Publication Type	Journal Article
Year of Publication	2013
Authors	Incikabi, L, Kurnaz, MA, Pektas, M
Journal	Journal of Baltic Science Education
Volume	12
Issue	3
Start Page	352-364
Date Published	September/2013
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1054479
Keywords	cognitive requirements, level determination examination, mathematics and science problems, structural properties
Abstract	This study aimed to investigate LDE mathematics and science questions in terms of cognitive requirements (knowing, applying and reasoning) and structural properties (conceptual, algorithmic and graphical). The methodology adopted in the current study was document analysis. The results of this study indicated that LDE science assessments emphasized conceptual questions, while mathematics questions were more algorithmic in structure. In addition, both mathematics and science items de-emphasized graphical representations. In terms of their cognitive requirements, both science and mathematics LDE items neglected the cognitive domain of reasoning. Moreover, science questions mostly met in the intersection of knowing and conceptual, while mathematics questions often required students to apply knowledge on algorithmic questions. This study also concluded that the distribution of question requirements differed from year to year. Some implications regarding the results included that implementing a nation-wide assessment that neglects graphical representations contradicts the target goal of the mathematics and science programs in Turkey. The fact that the LDE was designed to determine the level of students’ learning yet neglects reasoning questions also presents a contradiction to the curricular aims.
URL	http://oaji.net/articles/2015/987-1425808526.pdf
DOI	10.33225/jbse/13.12.352
Refereed Designation	Refereed
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