ABSTRACT. In this study it was aimed to investigate the levels of the exam questions prepared for social studies courses by analyzing them according to revised Bloom Taxonomy. Revised taxonomy consists of knowledge and cognitive process dimensions. Knowledge dimension level is defined as factual, conceptual, procedural, and meta-cognitive; cognitive process dimensions are defined as remember, understand, implement, analyze, evaluate, and create levels. The research data consist of the exam questions prepared by the social studies teachers for the 7th grade social studies course of 7 different elementary schools in the center of Nevşehir in the first term of 2014-2015 academic year. The content analysis approach was used when the questions were analyzed according to the revised Bloom taxonomy. Analyzes made have been evaluated and interpreted by expert opinions. According to the results, it was understood that teachers use more often multiple choices and true-false questions types. It was also detected that most of the questions used in the tests are on the level of factual and conceptual knowledge in respect to knowledge measurement and on the level remembering and understanding in respect to cognitive process. Some suggestions have been made in the light of findings of the research. Keywords: Social Studies, Exam Questions, Revised Bloom's Taxonomy, Measurement and Evaluation SUMMARY Purpose and Significance: As the acquisitions listed in social studies curriculum are analyzed it is seen that cognitive acquisitions are much more than the acquisitions in affective and psycho-motor domains (Karadeniz, et al., 2015). Based on this finding it is suggested to realize teaching and learning processes and measurement and evaluation activities by taking into account the activities of cognitive acquisitions in the curriculum. The most popular and globally-recognized learning approach in the measurement and evaluation of learning objectives and classification of question levels to identify the level of measurement is Bloom Taxonomy developed and named by S. Benjamin Bloom and this taxonomy specified the stages of cognitive domain (Arı, 2011;Tahaoğlu, 2014). In 1995 a former student of Bloom, Lorin W. Anderson, designed a study group to develop a cognitivedomain taxonomy to adapt to the needs of the teachers and students of the 21 st century. The novel taxonomy classification consists of knowledge and cognitive process dimensions. Knowledge dimension includes factual, conceptual, procedural and meta-cognitive knowledge levels whilst cognitive process dimension entails remembering, understanding, applying, analyzing, evaluating and creating levels. In the cognitive process dimension of Revised Bloom Taxonomy there exist six categories as is the case in Bloom's original classification, but although the categories in the exclassification were in the form of noun they are in the form of verb in revised classification
To Cite This Article: Şanlı, C. (2020). The analysis of spatial thinking skills in the questions included within social sciences coursebooks.
Bu araştırmada, ortaöğretim coğrafya ders kitapları içeriğinde yer alan haritaların ne amaçla kullanıldığını ve kartografik özelliklerini ortaya koymak amaçlanmıştır. Çalışma, betimsel araştırma yöntemine göre tasarlanmıştır. Araştırmanın verileri, Türkiye'de Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı tarafından onaylanarak 2017 yılında yayınlanmış lise düzeyindeki 9, 10, 11 ve 12. sınıf coğrafya ders kitaplarının doküman inceleme tekniğine uygun olarak taranması sonucunda elde edilmiştir. İncelenen toplam 207 haritanın kullanım amacı bakımından 73'ünün görselleştirme, 59'unun ölçme-değerlendirme, 47'sinin mekân algısı oluşturma ve 28'sinin de dağılışı gösterme amacıyla kullanıldığı tespit edilmiştir. Bu haritaların büyük çoğunluğunun doğruluk, eksiksizlik, açıklıkanlaşılırlık, kolay okunabilirlik ve güzellik şartlarını karşılamadığı görülmüştür. Haritaların adı, tarihi, ölçeği, yön oku, koordinat sistemi, veri kaynağı gibi harita olma kriterlerini sağlayan hususlarda da önemli hatalar olduğu belirlenmiştir. Elde edilen bulgular ışığında; ortaöğretim öğrencilerinin mevcut haritalarla Coğrafya Dersi Öğretim Programında yer alan harita becerilerine ilişkin kazanımlara ulaşmasını beklemek mümkün görülmemektedir. Harita becerilerinin tam olarak kazandırılabilmesi için mevcut ders kitaplarında tespit edilen aksaklıkların ivedilikte giderilmesi gerekmektedir.
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