A research on the transıtıon to secondary educatıon exams; scıence and technology sample

A RESEARCH ON THE TRANSITION TO SECONDARY EDUCATION EXAMS; SCIENCE AND TECHNOLOGY SAMPLE Yusuf KAŞIKÇI Amasya University, Institution of Science Departmant Of Math And Science Education, Masters Degree, December/2018 Supervisor : Instructor Dr. Salih Değirmenci The main purpose of this current study is to investigate the relation between the questions asked in Central Exam (TEOG) and the academic success of the students in i Science and Technolgy course; to investigate the Science and Technology/Science Education questions asked TEOG and OKMS and to get the opinions of the shareholders. In this context, the academic success of the 8th grade students in Science and Technology course and their success in TEOG Science and Technology exam were investigated. The TEOG and OKMS questions were analysed through revised Bloom taxonomy. Then, interviews with Science and Technology teachers, students and their parents were held about the Science and Technology questions asked in TEOG and OKMS exams. The obtained data were evaluated and it was determined whether the questions asked in TEOG and OKMS about Science and Technology would overlap the acquisitions gained in Science and Technology course. The universe of the research consists of all state of Ministry of Education in Çorum city center; all Science teachers working in these schools; the students attending 8th grade in these schools and the parents of the students.The sample of the research,for TEOG consists of 8 state schools in Çorum city center in 2013-2014 academic year, 4 Science and Technology teachers working in these schools, 312 students attending 8th grade and 4 parents; -for OKMS- 4 statte schools in Çorum city center in 2017-2018 academic year,4 Science teachers working in these schools, 4 students attending 8th-grade and 4 parents. The research was a mixed method in which qualitative and quantitative methods were used together at the same time. The quantitative data were obtained from the grade forms of the students recorded in e-school system of the Ministry of Education and were analyzed by using Spss-23 programme. For the qualitative section of the research, the Science and Technology questions asked in TEOG in 2013-2014 academic year and the Science questions of OKMS asked in 2017-2018 academic year were analyzed by the document analyse system on YBT and then interviews were held with the teachers,students and the parents.The semi-structured questions prepared by the researcher were used in the interviews. The data obtained from the inteviews were transfered to the tables through converting theme and codification by using Nvivo 9.2 programme. At the quantitative part of the research, a positive relationship was identified between the success of the students at school and in TEOG. According to the results of the qualitative part of the research, it was found out that the questions of Science and Technology in TEOG and OKMS were not homogeneous in terms of the units, topics and teaching hous related to the units. All questions of Science and Technology in Teog and OKMS were appeared to be associated with the Science and Technology/Science curriculum. It was determined that most of the questions of Science and Technology in TEOG and the questions of Science in OKMS were at the lower cognitive level and any questions were not asked at the degree of the upper cognitive level. The students and the teachers who participated to the inteview pointed out that the questions of Science and Technology in TEOG were pretty easy and student selectivity of the questions was low. Furthermore, the interviewers claimed that the pressure on the students decayed, because the exam was a written exam, there were breaks between the exam sessions and the wrong answers did not affect the true answers. Besides these factors, the interaction between the exam sessions also affect the students in a negative way. The interviewers emphasized that the questions in OKMS were selective, the questions on numerical subjects should be applied in seperate sessions, the number of the schools receiving students via examination should be increased and the students should have a right to choose the schools they wanted.The interviewers also pointed out that they had not been informed beforehand by the related institution while the examination system was given. According to the obtained data from the research, some suggestions were put forward and it is considered that this research would help the new future researches about the topic. KEY WORDS: Academic Success, Revised Bloom's Taxonomy, Science Education, OKMS, TEOG