The analysis of questions in 9th and 10th grade chemistry textbooks and chemistry examinations with respect to Bloom's Taxonomy and defining the relationship between these questions and students? cognitive level

The aim of education is to improve higher order thinking skills of students. In developing thinking skills, the role of the questions is immense.This study was conducted with 112 chemistry teachers who worked in 58 secondary schools in the 8 district of Ankara and 1249 9th and 10th grade students. In this study; i) the cognitive level of the questions in 9th and 10th grade chemistry books were examined according to Bloom?s taxonomy. ii) The questions that the chemistry teachers use in their exams were examined. iii) To detect the knowledge of teachers related to Bloom?s taxonomy, a questionnaire was applied. iv) The level of highly responded questions by secondary school students was determined. Lastly, the relation between the cognitive level of the questions in the textbooks and in the exams, and the cognitive level of the students was manifested.According to the Chi- square test results at the 0.05 significance level; i) There is a significant difference between 9th and 10th grade students? correct responses and the distribution of review questions in 9th grade chemistry textbooks? in the cognitive domain. ii) There is a significant difference between 9th and 10th grade students? correct responses and exam questions? distribution in the cognitive domain. iii) While there is a significant difference between 9th grade chemistry textbooks? review questions? and exam questions? distributions in the cognitive domain, there is no significant difference between the same distributions for 10th grade.