Science and Technology teacher candidates questioning preferences and the analysis of the questions asked in high-school entrance exam according to Bloom Taxonomy

The mean purpose of our education system today in which we are experiencing the information age should be to make the students to gain skills to access information more than to transfer the existing information. This happens by top level mental to access skills. Science and Technology is the first coming lesson in which these skills are gained. Science and Technology lesson is taught as a main lesson as a result of the importance given to the science teaching a subject make sense is it aims to make students to make identification, classification, application, analysis, synthesis and evaluation about that subject. In this type of teaching it can not be expected that students will perform intellectual skills such as making analysis, synthesis and evaluation by just memorizing without learning. The questions that requires lower and upper level thinking skills are discussed according to the classification of which most widespread form was improved by Bloom and his friends. Bloom has sperated the cognitive, affective and psychomotor learning to different steps. He examined the cognitive learning from low to high cognitive learning in six levels. He named these levels as knowledge comprehension application analysis, synthesis and evaluation. In this context the aim of the study is to make the Science and Technology teacher candidates? who study at Çanakkale Onsekiz Mart University education faculty to evaluate their questioning skills and make them to evaluate the questions about Science and Technology lessons asked in high school entrance exam for last ten years according to Bloom taxonomy. In addition, student achievements in primary school science and technology education program were analyzed according to Bloom?s Taxonomy.For this purposes the last ten years high school entrance exam questions and the questions prepared by the teacher candidates are evaluated according to the Bloom?s Taxonomy. Results obtained was entered to SPSS 15.0 package program and the necessary analysis was made. According to the results/As a result of this research it was found out that the questions made by teacher candidates are in general at ?knowledge and comprehension level? ; the questions asked about Science and Technology in high school entrance exam at ?application and analyze level?; student achievements in primary school science and technology education program at ?knowledge and comprehension level?. The Chi-Square Test was used to compare teacher candidates and high school entrance exam questions in terms of their cognitive compatibility The conclusion is that the science and technology questions asked in the high school entrance exams and the questions which made by Science and Technology teacher candidates are not compatible about cognitive area.Keywords: Science and Technology Education, Bloom's Taxonomy, Questioning Preference