Examination of science questions in secondary education exams according to their MEB objectives, pisa proficiency levels and the revised bloom taxonomy

In this study, it is aimed to examine the science questions in the secondary education entrance exams according to the MEB objectives, PISA proficiency levels and the Revised Bloom Taxonomy. The sample of the research consists of the science questions in the secondary education entrance exams applied between the years 2010-2020 and the science objectives of the 6th, 7th and 8th grades in the 2004, 2013 and 2018 science curriculum that reviewable these questions. Within the scope of the research, 352 science questions and 360 acquisitions that reviewable these questions were analyzed with the document analysis method, which is one of the qualitative research methods. Within the scope of the research, 352 science questions and 360 acquisitions that reviewable these questions were analyzed by document analysis, one of the qualitative research methods. In the Revised Bloom Taxonomy analysis of the Placement Exam science questions, there are 6 questions in the factual dimension, 80 questions in the conceptual dimension and 46 questions in the operational dimension. There are no questions related to the metacognitive knowledge dimension. It was determined that there were 5 questions in the remembering level, 71 questions in the comprehension level, 44 questions in the practice step, and 12 questions in the decoding step. There are no questions regarding the evaluation and creation steps. The questions are at level 1a, level 1b, level 2, level 3, level 4 from PISA proficiency levels. It was determined that there were no questions belonging to level 5 and level 6. In the Revised Bloom Taxonomy analysis of the Basic Education to Secondary Education Transition Exam science questions, there are 17 questions in the factual dimension, 88 questions in the conceptual dimension, and 55 questions in the operational dimension. There are no questions in the dimension of metacognitive knowledge. 17 questions are at the stage of remembering, 65 questions at the stage of understanding, 50 questions at the application stage, and 28 questions at the analysis stage. There are no questions in the evaluation and creation step. The questions are at level 1a, level 1b, level 2, level 3 and level 4 from PISA proficiency levels. There are no questions for level 5 and level 6. In the Revised Bloom Taxonomy analysis of High School Entrance Exam science questions, there are 7 questions in the factual dimension, 37 questions in the conceptual dimension, 15 questions in the operational dimension and 1 question in the metacognitive dimension. It is at the stage of remembering 7 questions, understanding 27 questions, applying 15 questions, analyzing 9 questions and evaluating 2 questions. It was determined that there were no questions related to the creation step. The questions are at level 1a, level 1b, level 2, level 3, level 4 and level 5 from PISA proficiency levels. It was determined that there were no questions belonging to level 5 and level 6. MEB objectives that reviewable the science questions in the secondary education entrance exams are factual, conceptual, procedural and metacognitive in terms of the Revised Bloom Taxonomy and are at the stages of remembering, understanding, applying, analysing, evaluating and creating. Science questions and MEB objectives in high school entrance exams can be revised according to the Revised Bloom Taxonomy metacognitive dimension. It is recommended to give more weight to open-ended questions at level 5, level 6 and the creation stage. Keywords: Revised Bloom's Taxonomy, PISA Proficiency Levels, Science, Objectives