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O r t a ö ğ r e t i m K u r u ml a r ı n a G i r i ş S ı n a v S o r u l a r ı n ı n B a z ı G ö s t e r i m T ü r l e r i A r a s ı n d a k i G e ç i ş l e r A ç ı s ı n d a n İ n c e l e n me s i -I n v e s t i g a t i n g t h e Q u e s t i o n s P l a c e d i n H i g h S c h o o l E n t r a n c e E x a ms i n I n v e s t i g a t i n g t h e Q u e s t i o n s P l a c e d i n H i g h S c h o o l E n t r a n c e E x a ms i n T e r ms o f T r a n s i t i o n s b e t we e n S o me R e p r e s e n t a t i o n T y p e s Özet: Bu çalışmanın amacı, ortaöğretim kurumlarına giriş sınavlarında (LGS, OKS ve SBS) Fen ve Teknoloji/Fen Bilgisi dersinden yöneltilen sorulardaki gösterim türleri ve bu gösterim türleri arasındaki geçişleri incelemektir. Çalışma kapsamında doküman analizi yönteminden yararlanılmıştır. Çalışmanın verileri olarak 1998-2012 yıllarında yapılan ortaöğretim kurumlarına giriş sınavlarında (LGS, OKS ve SBS) sorulan 475 çoktan seçmeli soru dikkate alınmıştır. Soruların analizinde öncelikle öğrenme alanlarındaki grafik, eşitlik, metin, sembol, şekil ve tablo gösterim türleri arasındaki geçişlerin dağılımları incelenmiştir. Sonuç olarak; ek çok kullanılan gösterim türünün şekil olduğu ve gösterim türleri arasındaki geçişte en sık görülen geçişin şekilden diğer gösterim türlerine olduğunu tespit edilmiştir. Elde edilen sonuçlar değerlendirildiğinde, merkezi olarak düzenlenen sınavlarda yöneltilen soruların, gösterim türleri arasındaki geçişin daha çok dikkate alınarak hazırlanması gerektiği düşünülebilir. BARTIN ÜNİVERSİTESİ EĞİTİM FAKÜLTESİ DERGİSİ The Validity and reliability of the Turkish Version of the Material Values Scale for Children (MVS-C)Anahtar kelimeler: Ortaöğretim Kurumlarına Giriş Sınavı; Gösterim Türleri; Gösterim Türleri Arası Geçiş Investigating the Questions Placed in High School Entrance Exams in terms of Transitions between Some Representation TypesAbstract: The aim of this study was to investigate the representation types and transitions between these representations utilized in the questions placed in LGS, OKS and SBS examinations. The study was conducted with document analysis method. A total of 475 questions asked in the examinations (from 1998 to 2012) were taken into consideration. The data analysis included determining firstly the distribution of the representation types including graphics, equations, text, symbols, figures and tables, and then the transitions between these representations. As a result, figures were the most seen representation type, and the most common transition was from figures to the other representation types. In this manner, the questions placed in assessments should take into account transitions between different types of representations more.

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This work aimed at knowing the improvement of problem-solving and physics concept mastery by using the learning model of Hints and Peer Interaction Learning (HPIL) model. This research used embedded experimental model design, that one class could be used as a sample even though the sample size was less than 30 students. The number of the research sample was 22 students of one of the Senior High Schools in Malang. The instruments used were 25 numbers consisting of five numbers of the essay (problem-solving skill) and 20 numbers of multiple choices items (concept mastery). The data were analyzed by using paired sample t-test. The research results showed that there was an improvement in problem-solving skill from 40.68% to 74.77% and concept mastery from 0.48% to 0.72%. The result of the t-test indicated that the value of Sig counting

Since science education researchers, teachers, curriculum developers, and policy makers elsewhere, who have, or plan to use energy concept in their studies may have a busy schedule to track related studies, a review and synthesis of the studies of alternative conceptions of students about the energy concept are valuable for them. Therefore, the present paper presents a detailed thematic review of students’ alternative conception studies about the energy concept to highlight relevant people on the studies’ needs, methods, general knowledge claims and implications. Hereby, we may compile and notice where we are on students’ alternative conceptions related with energy concept. To this end, each study was described by using a thematic matrix. The aim of alternative conception studies about energy concept generally have been to emerge students’ understanding, determine appropriate age to teach energy concept, and compare understanding based on age or culture. While the methods of studies on exploring students’ understanding consist of interviews, paper and pencil surveys, and free writing, their analysis consist of classification, comparison, statistical, description, interpretation and praxeological. In light of the general knowledge claims, it can be deduced that most of the studies has highlighted that students have alternative conceptions about energy concept. The studies under investigation generally recommended taking into account their findings in teaching processes.

The purpose of this study is to comparatively investigate the science teaching curricula in Turkey, which have undergone changes four times since the millennium. For this purpose, we carried out a technical and taxonomic examination of the learning outcomes listed in the science curricula that were introduced in 2000, 2005, 2013, and 2017 concerning Revised Bloom Taxonomy (RBT). In this study, the document analysis method was used. We classified a total of 2,613 learning outcomes in our analyses, which were limited to those related to the cognitive domain. The reliability score of the classifications was .89 according to the equation proposed by Miles and Huberman. The analyses showed that the teaching curricula decreased the intensity of the focus on knowledge and cognitive skills rather than making fundamental changes. Moreover, there was significant parallelism among the examined curricula in terms of the dimensions of the taxonomy. Using national-level results in international exams such as PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study), we concluded that Turkey had not been successful enough in developing the examined curricula.

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A New Turkish Physics Curriculum has been constructed between the years 2006-2009. It is to the gaining of new perspectives. The purpose of this paper, therefore, is to reflect on the nature of the New Turkish Physics Curriculum (NTPC). To this end, the authors focus on the five themes of the NTPC using a document analysis method: basic reasons and needs of the NTPC, fundamental approaches of the NTPC, learning areas of the NTPC, characteristics of teaching activities in terms of the NTPC, needs of the NTPC. This paper highlights thus focusses on the fundamentals of the NTPC and considerations of its easy adaptation into practice.