Skill-based questions in science education: An examination from the perspective of teachers, students, and parents

Skill-based questions are defined as those that move away from rote memorization, emphasizing problem-solving abilities, daily life application, logical and mathematical reasoning, and higher-order thinking skills. In the science course, skill-based questions are considered important to implement effectively in classrooms because they contribute to the development of students' higher-order cognitive skills. It is also important for educational stakeholders to have a clear understanding of the characteristics of skill-based questions, and to be aware of the difficulties encountered during their implementation and solution, so that these questions can be used efficiently and effectively.This study aims to examine the perspectives of teachers, students, and parents regarding skill-based questions in the science course. The study followed a case study approach, which is part of qualitative research methods. In the 2023–2024 academic year, 10 science teachers working in the Hüyük district of Konya province, 10 eighth-grade students, and 10 parents participated in the research. Semi‑structured interviews were conducted to gather the participants' views. Content analysis was carried out to analyze the data collected. According to the results, participants' views were organized under themes.An examination of the teachers' perspectives revealed four themes: the compatibility of skill-based questions with the science curriculum and textbooks, their effects on students, their application in the classroom environment, and their role in large-scale national and international examinations. From the students' viewpoints, two themes emerged: their opinions about skill-based questions and the difficulties they experience. Parents' views also yielded two themes: the benefits of skill-based questions and the difficulties experienced by students.This study highlights, from the perspectives of teachers, students, and parents, the reasons for the difficulties experienced in solving, preparing, and implementing skill-based questions, as well as the limitations encountered. The findings indicate a prevailing belief that skill-based questions in the science course make a significant contribution to the development of students' higher-order skills.