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Examining Science Process Skills Tests: A Case of Turkey

Year 2022, Volume: 9 Issue: 1, 20 - 38, 10.03.2022

Okan Sıbıç , Burçin Acar Şeşen

https://doi.org/10.21449/ijate.1058055
Cited By: 1

Abstract

One of the main goals of science education is to make students gain science process skills. Thus, it is significant to measure whether students gain those skills or not. For this purpose, various tests have been produced and used in various studies. This study aims to examine science process skills tests which have been used in the theses produced in the field of science education from the perspectives of the originality, question types used, and the science process skills measured in the tests, and the number of questions for each measured science process skill. Within the scope of this meta-synthesis study, 82 master’s theses and 34 doctoral dissertations from Turkey were analyzed. The findings indicate that science process skills were measured with multiple-choice tests, and only in smaller number of studies, original tests were developed for the corresponding study. It was also discovered that some science process skills were measured more frequently than others. As a result of the study, some suggestions were provided.

Keywords

Graduate theses in science education Science process skills Meta-synthesis study

References

  • AAAS. (1993). Benchmarks for science literacy, a project 2061 report. Oxford University Press.
  • Anagün, Ş.S., & Yaşar, Ş. (2009). Developing scientific process skills at science and technology course in fifth grade students. İlköğretim Online, 8(3), 844-865.
  • Aslan, S., Kılıç, H.E., & Kılıç, D. (2016). Bilimsel süreç becerileri. Pegem Akademi.
  • Bair, C. R. (1999, November). Meta-synthesis. The annual meeting of the Association for the Study of Higher Education, San Antonio, TX.
  • Burns, J.C., Okey, J.R., & Wise, K.C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169-177.
  • Charlesworth, R., & Lind, K.K. (2012). Math and science for young children. Wadsworth Cengage Learning.
  • Çepni, S., Ayas, A., Johnson, D., & Turgut, M.F. (1997). Physics teaching. YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Hizmet Öncesi Öğretmen Eğitimi.
  • Daşdemir, İ. (2012). The effect of using of animation on students? academic achievement, retention of learned knowledge and scientific process skills [Unpublished doctoral dissertation]. Atatürk University.
  • Demirörs, F. (2018). Effect of the 7e learning model enriched with self regulated cognitive strategies on the student's achievment in the subject matter energy and on their science process skills [Unpublished doctoral dissertation]. Hacettepe University.
  • Enger, S. K., & Yager, R. E. (1998). The Iowa assessment handbook. Iowa University Science Education Center.
  • Erkol, S., & Ugulu, I. (2014). Examining biology teachers candidates’ scientific process skill levels and comparing these levels in terms of various variables. Procedia-Social and Behavioral Sciences, 116, 4742-4747.
  • Geban, Ö., Aşkar, P., & Özkan, İ. (1992). Effects of computer simulations and problem-solving approaches on high school students. The Journal of Educational Research, 86(1), 5-10.
  • Guba, E.G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. ECTJ, 29(2), 75-91.
  • Gültekin, B.G. (2018). Examination of the impacts of activity based on science process skills on the problem solving abilities of students at 4th grade in primary school. [Unpublished master’s thesis]. Karadeniz Technical University.
  • Kazeni, M.M.M. (2005). Development and validation of a test integrated science process skills for the further education and training learners [Unpublished master’s thesis]. University of Pretoria, South Africa.
  • Lincoln, Y.S., & Guba, E.G. (1985). Establishing trustworthiness. Naturalistic inquiry, 289(331), 289-327.
  • Ministry of National Education. (2018). Elementary and middle school (3, 4, 5, 6, 7, and 8th grades) science curriculum. Board of Education and Training.
  • Ongowo, R.O., & Indoshi, F.C. (2013). Science process skills in the Kenya certificate of secondary education biology practical examinations. Procedia-Social and Behavioral Sciences, 4(11), 713-717.
  • Ostlund, K.L. (1992). Science process skills assesing hands-on student performance. Addison-Wesley.
  • Rezba, R.J., Sprague, C.R., McDonnough, J.T., & Matkins, J.J. (2007). Learning and assessing science process skills. Kendall/Hunt Publishing Company.
  • Smith, K.A., & Welliver, P.W. (1994). Science process assessments for elementary and middle school students. Smith and Welliver Educational Services. http://www.scienceprocesstests.com/
  • Tan, Ş. (2009). Öğretimde ölçme ve değerlendirme KPSS el kitabı (3rd ed.) [Assessment and evaluation in Teaching KPSS handbook (3rd ed.]. Pegem Akademi Yayıncılık.
  • Tan, Ş., Kayabaşı, Y., & Erdoğan, A. (2002). Planning and evaluation of teaching. Anı Yayıncılık.
  • Tan, M., & Temiz, B.K. (2003). Fen öğretiminde bilimsel süreç becerilerinin yeri ve önemi [The importance and role of the science process skills in science teaching]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13(13), 89-101.
  • Tatar, N. (2006). The effect of inquiry-based learning approaches in the education of science in primary school on the science process skills, academic achivement and attitude. [Unpublished doctoral dissertation]. Gazi University, Ankara.
  • Tobin, K.G., & Capie, W. (1982). Development and validation of a group test of integrated science processes. Journal of research in Science Teaching, 19(2), 133-141.
  • Walsh, D., & Downe, S. (2005). Meta‐synthesis method for qualitative research: a literature review. Journal of Advanced Nursing, 50(2), 204-211.
  • Yıldırım, C. (1983). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education]. ÖSYM Eğitim Yayınları

Examining Science Process Skills Tests: A Case of Turkey

Year 2022, Volume: 9 Issue: 1, 20 - 38, 10.03.2022

Okan Sıbıç , Burçin Acar Şeşen

https://doi.org/10.21449/ijate.1058055
Cited By: 1

Abstract

One of the main goals of science education is to make students gain science process skills. Thus, it is significant to measure whether students gain those skills or not. For this purpose, various tests have been produced and used in various studies. This study aims to examine science process skills tests which have been used in the theses produced in the field of science education from the perspectives of the originality, question types used, and the science process skills measured in the tests, and the number of questions for each measured science process skill. Within the scope of this meta-synthesis study, 82 master’s theses and 34 doctoral dissertations from Turkey were analyzed. The findings indicate that science process skills were measured with multiple-choice tests, and only in smaller number of studies, original tests were developed for the corresponding study. It was also discovered that some science process skills were measured more frequently than others. As a result of the study, some suggestions were provided.

Keywords

Graduate theses in science education Science process skills Meta-synthesis study

References

  • AAAS. (1993). Benchmarks for science literacy, a project 2061 report. Oxford University Press.
  • Anagün, Ş.S., & Yaşar, Ş. (2009). Developing scientific process skills at science and technology course in fifth grade students. İlköğretim Online, 8(3), 844-865.
  • Aslan, S., Kılıç, H.E., & Kılıç, D. (2016). Bilimsel süreç becerileri. Pegem Akademi.
  • Bair, C. R. (1999, November). Meta-synthesis. The annual meeting of the Association for the Study of Higher Education, San Antonio, TX.
  • Burns, J.C., Okey, J.R., & Wise, K.C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169-177.
  • Charlesworth, R., & Lind, K.K. (2012). Math and science for young children. Wadsworth Cengage Learning.
  • Çepni, S., Ayas, A., Johnson, D., & Turgut, M.F. (1997). Physics teaching. YÖK/Dünya Bankası Milli Eğitimi Geliştirme Projesi, Hizmet Öncesi Öğretmen Eğitimi.
  • Daşdemir, İ. (2012). The effect of using of animation on students? academic achievement, retention of learned knowledge and scientific process skills [Unpublished doctoral dissertation]. Atatürk University.
  • Demirörs, F. (2018). Effect of the 7e learning model enriched with self regulated cognitive strategies on the student's achievment in the subject matter energy and on their science process skills [Unpublished doctoral dissertation]. Hacettepe University.
  • Enger, S. K., & Yager, R. E. (1998). The Iowa assessment handbook. Iowa University Science Education Center.
  • Erkol, S., & Ugulu, I. (2014). Examining biology teachers candidates’ scientific process skill levels and comparing these levels in terms of various variables. Procedia-Social and Behavioral Sciences, 116, 4742-4747.
  • Geban, Ö., Aşkar, P., & Özkan, İ. (1992). Effects of computer simulations and problem-solving approaches on high school students. The Journal of Educational Research, 86(1), 5-10.
  • Guba, E.G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. ECTJ, 29(2), 75-91.
  • Gültekin, B.G. (2018). Examination of the impacts of activity based on science process skills on the problem solving abilities of students at 4th grade in primary school. [Unpublished master’s thesis]. Karadeniz Technical University.
  • Kazeni, M.M.M. (2005). Development and validation of a test integrated science process skills for the further education and training learners [Unpublished master’s thesis]. University of Pretoria, South Africa.
  • Lincoln, Y.S., & Guba, E.G. (1985). Establishing trustworthiness. Naturalistic inquiry, 289(331), 289-327.
  • Ministry of National Education. (2018). Elementary and middle school (3, 4, 5, 6, 7, and 8th grades) science curriculum. Board of Education and Training.
  • Ongowo, R.O., & Indoshi, F.C. (2013). Science process skills in the Kenya certificate of secondary education biology practical examinations. Procedia-Social and Behavioral Sciences, 4(11), 713-717.
  • Ostlund, K.L. (1992). Science process skills assesing hands-on student performance. Addison-Wesley.
  • Rezba, R.J., Sprague, C.R., McDonnough, J.T., & Matkins, J.J. (2007). Learning and assessing science process skills. Kendall/Hunt Publishing Company.
  • Smith, K.A., & Welliver, P.W. (1994). Science process assessments for elementary and middle school students. Smith and Welliver Educational Services. http://www.scienceprocesstests.com/
  • Tan, Ş. (2009). Öğretimde ölçme ve değerlendirme KPSS el kitabı (3rd ed.) [Assessment and evaluation in Teaching KPSS handbook (3rd ed.]. Pegem Akademi Yayıncılık.
  • Tan, Ş., Kayabaşı, Y., & Erdoğan, A. (2002). Planning and evaluation of teaching. Anı Yayıncılık.
  • Tan, M., & Temiz, B.K. (2003). Fen öğretiminde bilimsel süreç becerilerinin yeri ve önemi [The importance and role of the science process skills in science teaching]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13(13), 89-101.
  • Tatar, N. (2006). The effect of inquiry-based learning approaches in the education of science in primary school on the science process skills, academic achivement and attitude. [Unpublished doctoral dissertation]. Gazi University, Ankara.
  • Tobin, K.G., & Capie, W. (1982). Development and validation of a group test of integrated science processes. Journal of research in Science Teaching, 19(2), 133-141.
  • Walsh, D., & Downe, S. (2005). Meta‐synthesis method for qualitative research: a literature review. Journal of Advanced Nursing, 50(2), 204-211.
  • Yıldırım, C. (1983). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education]. ÖSYM Eğitim Yayınları
There are 28 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Okan Sıbıç 0000-0001-7241-274X

Burçin Acar Şeşen This is me 0000-0002-1585-0441

Publication Date March 10, 2022
Submission Date February 26, 2021
Published in Issue Year 2022 Volume: 9 Issue: 1

Cite

APA Sıbıç, O., & Acar Şeşen, B. (2022). Examining Science Process Skills Tests: A Case of Turkey. International Journal of Assessment Tools in Education, 9(1), 20-38. https://doi.org/10.21449/ijate.1058055

Cited By

THE SCOPE OF SCIENCE PROCESS SKILLS AND THE 5E EDUCATIONAL MODEL IN SCIENCE EDUCATION
Journal of Baltic Science Education
https://doi.org/10.33225/jbse/22.21.1101

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