Comparison of physics questions on Higher Education Institutions Exam (YKS) with the curriculum, textbook and the learning-teaching process

The main purpose of the research is to examine the problem of determining the extent to which the Physics questions in Higher Education Institutions Exam (YKS) are suitable for the curriculum, textbook and learning-teaching process. In the literature reviews, it was seen that the desired success in the examinations held both domestically and internationally for physics course could not be achieved. In this study, the reason why we got less than the targeted success were tried to be scrutinized. The research carried out was a case study which is a qualitative research design and it was conducted with the multiple case study method which is one of the sub-patterns. In the study group of the research; 35 Physics teachers working in secondary education institutions in Düzce, 6 academicians from the Department of Physics Education at various universities in Turkey,2018 Secondary Education Physics Curriculum, MEB (Ministry of Education) Physics textbooks, exam questions in TYT (14 questions in total) and AYT (28 questions in total) were included. Four data collection tools were created for the study. As data collection tools, "Teacher Opinion Form", which was created to determine the teaching status of teachers, "Feedback Form for YKS Questions", which includes 2019 and 2020 YKS questions and skills, in order to determine the skills required to answer the questions in TYT and AYT exam, "Learning Outcomes-Question Chart'' was used for the status of YKS Physics questions meeting the outcomes in the curriculum. ''Examination form for the Information required by the Exam Questions in the MEB book'' in order to obtain availability status of the necessary information for the solution of YKS Physics questions in the teaching course books were used. In data collection process, document analysis and interview method were used. Learning outcomes were determinated for the solution of YKS Physics questions by using Learning Outcomes-Question Chart. Availability status of necessary learning outcomes in meb books were examined via Examination form for the Information required by the Exam Questions in the MEB book. "Feedback Form for YKS Questions" was used with the intent of determination which skills required to solve pyshics questions. Skills which are necessary on course teaching process were identified by using the "Opinion Form for YKS Questions". For the analysis of the obtained data, descriptive analysis and content analysis methods were applied. Content analysis was used for Learning Outcomes-Question Chart and 'Examination form for the information required by the exam questions in the MEB book. Content analysis and descriptive analysis were used together for "Teacher Opinion Form" and "Feedback Form for YKS Questions. While the percentage of correspondence was calculated as 92% in the Google Forms for the content analysis coding made for the course teaching process, the percentage of agreement was calculated as 91% for the content analysis coding of the face-to-face interviews. As a result, the skills in the curriculum were determined, the information required for the solution of YKS physics questions was met by the MEB textbooks, which skills were required for the solution of YKS Physics questions, and the situation of including these skills during the course was compared. The skills of "Benefiting from Information and Methodology", "Using Information Functionally in Life", "Logical Thinking", "Reading (Terminological)", "Number and Operation Skills" and "Interpretation" were among the necessary skills not only in the solution of Physics questions in TYT and AYT exams held in 2019- 2020, but also in the teaching process according to the interview data. Whereas the skills of "Problem Solving", "Presentation (Relational), and "Spatial Thinking" appeared as necessary in the solution of Physics questions in the TYT and AYT exams held in 2019-2020, these skills were not included in the course teaching process. "Using Technology", "Applying Knowledge and Methodology", Social and Citizenship Competencies", "Systems and Inter-Individual Cooperation and Leadership" and "Communication" skills were used in the course processes; on the other hand, they were not among the skills required for the solution of Physics questions in TYT and AYT exams that took place in 2019-2020. Keywords: Curriculum, textbook, skill, Physics education, YKS