Investigation of the effect of skill-based new generation questions regarding the systems unit in our body on the learning process

In today's information age, being able to produce information and obtaining the accurate information has become one of the most important needs. The most vital way of gaining knowledge based on science and technology to individuals is through the quality of education given in schools. What is crucial for education is not memorization of knowledge; permanent teaching and learning. Along with the changing world conditions, education systems are also being renewed. This need for renewal has attracted attention as the success of our country in international exams which has been low for the last 20 years. In order to close this gap, skill-based new generation questions have been added to the curriculum. In this study, the factors underlying the success or failure of both students and teachers in new generation questions on behalf of science lesson, what these factors are related to and suggestions for success were examined. In the study, it was concluded that students who encounter new generation questions early and have regular reading habits are more successful. In addition, it was reached that the teachers' perspective on these questions is an vital factor in success. Achieving successful results in international exams is seen as an important goal for Turkey. In order to reach this aim, national exams have been developed, considering that it would be beneficial for Turkey to adopt PISA and TIMSS question models in national exams. In this context, ABIDE, TMF-ÖBA, LGS exam models, which are expressed as 'domestic PISA and TIMSS', are some of the models developed. Question types have been adopted in national exam models, as in international tests. In the context of the Turkish education system, these questions are called "Skill-Based New Generation Questions". Skill-based new generation questions; As exercises for interpreting questions created with a set of objective or open-ended test items that are presented in a context supported by items such as written material, graphics, tables, maps, pictures or diagrams, and require high-level skills such as interpretation, analysis, problem solving, and mathematical reasoning. known. These questions are very important in terms of helping children learn and solve something without the need to memorize formulas. The skill-based question system is one of the most important parts of the education system, which was renewed in 2018. With these questions, instead of filling the minds of students with unnecessary information, it is aimed to provide education through thinking and skills. In this study, the answers to the question of how to get better education on behalf of both the teacher and the student in the new generation questions were examined. When the literature is examined, an important part of the studies on skill-based new generation questions is in the survey type. It is seen that these studies were carried out by taking the opinions of students or teachers. This study was designed because the limited number of studies that carried out new generation questions in the literature for a long time raised the idea that such studies should be increased. The collection of qualitative data and the fact that the study was carried out with a mixed method are the features that are thought to distinguish the study from its counterparts. In this context, the aim of this study is to examine the experiences of the students in the process of gaining the achievements of the systems in our body unit with skill-based new generation questions and to determine the views of science teachers about skill-based new generation questions. For this purpose, the research was carried out using the convergent parallel design, which is one of the mixed method designs. The study was carried out with the participation of 52 science teachers and 31 students in secondary schools in Kırşehir. Participants were selected by criterion-based method. In the research, a structured interview form of teacher opinions was used for the teachers who participated in the study as a data collection tool. For the students, the achievement comprehension test, the academic achievement test for the new generation question solution based on skills, and the reading comprehension skills tests were used. The application scheme of the study lasted for 12 weeks. While descriptive analysis, difference and relationship analysis were used in quantitative data, qualitative data were carried out with content analysis. Although the results of the research showed that male students got higher scores in reading comprehension, academic achievement and skill-based question solution tests than female students, this mathematical difference was not statistically significant. In addition, the reading comprehension, skill-based problem solving and academic achievement scores of the students who had previous new generation problem solving experience differed significantly in favor of the students who had experience. Students with regular reading habits had higher academic achievement scores and reading comprehension skills. Significant results were obtained in favor of the last-test between students' achievement, skill and reading scores. Although the academic success of those with a special interest in technology was slightly higher than that of other students, this difference was not found to be significant, while the difference between skill-based new generation question solving scores showed a significant difference in favor of the group interested in technology. A positive, high and significant relationship was found between students' academic achievement and reading comprehension scores. It was stated that the reasons why students had difficulty with new generation questions based on skill were that the questions were long, difficult, and the thought that there would not be enough time while reading the questions broke their desire to solve questions. Some of the ideas put forward are that students are introduced to the questions late, the questions are disconnected from the curriculum, the habit of reading books is missing, and the laboratory is not used actively. In the light of the results of the research, it can be suggested that teachers should encourage their students' habit of reading books regularly, give unit achievements with qualified resources, based on the learning by doing model, and introduce their students to new generation questions based on skills earlier. It can also be recommended to integrate quick and meaningful reading courses into their school programs. Keywords: Skill-based new generation questions, teacher opinions, systems in our body, middle school students