Examination of the questions asked in LGS exams for science and the questions published in the resources of the Ministry of National Education in terms of some variables at the level of skill-based questions

Objective: The aim of this study is to determine the distributions of the Science questions in the High School Entrance System (LGS) between the years 2020 and 2023 and the questions in the Science course textbook in terms of program sub-topic areas and achievements, Science Course Curriculum (FBDÖP) field skills, TIMSS-2019 cognitive domain framework topic areas, reasoning skills, K12 Skill Framework Science field skills, and scientific knowledge levels, and to identify the readability levels of the questions. Material and Methods: In this research, the document analysis method, one of the qualitative research methods, was used. The research data consists of 80 Science questions from the LGS exams in the years 2020, 2021, 2022 and 2023, as well as a total of 24 Science questions selected from the textbook used in the 2023-2024 academic year. The research data was recorded in a template that included the 2018 FBDÖP achievements, TIMSS-2019 cognitive domain framework topic areas, 2018 FBDÖP field skills, K12 Skill Framework Science field skills, reasoning skills, scientific knowledge level, and readability levels. The accuracy and reliability of the analyses conducted based on the review were ensured through expert opinions. Results: When examining the distribution of LGS Science questions and textbook questions between the years 2020 and 2023 according to the sub-topic areas in the curriculum, it was observed that the majority of questions came from the sub-topic areas of "Pressure," while no questions were included from the sub-topic areas of "Chemical Industry in Turkey" and "Conversion of Electrical Energy." In the analysis of questions according to the TIMSS-2019 cognitive domain framework topic areas, it was observed that the majority of questions measured the topic areas of "Interpreting Information," "Drawing Conclusions," and "Describing," while there were no questions related to reasoning sub-topic areas such as "Synthesis," "Designing Investigations," and "Generalizing". As a result of examining the questions according to the 2018 FBDÖP field skills, it was determined that the skills of "Analytical Thinking" and "Decision Making" were try to measured the most; while skills such as "Communication" and "Teamwork" were not present in the question analyses. Under the scope of the K12 Skill Framework, it was found that the questions predominantly tested skills such as "Scientific Data-Based Prediction Skill," "Scientific Inference Skill," and "Deductive Reasoning Skill." It was observed that there were no questions supporting the categories such as "Scientific Observation-Based Prediction Skill," "Operational Definition Skill," and "Scientific Inquiry Skill". In terms of reasoning skills, it was determined that the questions predominantly tested skills such as "Causal Reasoning" and "Relational Reasoning," while there were few questions testing skills such as "Inductive Reasoning" and "Proportional Reasoning". After analyzing the questions according to the clarity/readability levels using the Sönmez Formula, it was generally found that the texts were at a "Text is understandable" level, followed by the "Text is clear and understandable" level. Conclusion: It was observed that LGS Science questions and course book questions did not show a balanced distribution according to 2018 FBDÖP achievements, 2018 FBDÖP field skills and K12 Skills Framework field skills. While there were no questions about some skills or achievements, there were multiple questions about some. In this context, it was seen that the questions did not adequately represent the program achievements and skills. As a result of examining the questions within the scope of TIMSS-2019, it was determined that the number of questions for measuring skills in the cognitive step of reasoning was less than other field skills. In terms of readability levels, it was determined that the questions were generally at an understandable level. In the analysis based on reasoning skills, it was found that each skill was measured by at least one question. In the analysis of questions according to scientific knowledge levels, it was determined that there was generally accumulation at lower levels.