2019-2023 Yılları Yükseköğretim Kurumlarına Giriş Sınavlarında Yer Alan Kimya ve Fizik Testi Sorularının Kapsam Geçerliliği Açısından Karşılaştırılması

Year 2025, Issue: 57, 136 - 145, 02.06.2025

Şengül Gacanoğlu

https://doi.org/10.33418/education.1474789

Cited By: 1

Abstract

Çalışmada, 2019-2023 yılları arasındaki Yükseköğretim Kurumları Sınavı (YKS) kapsamında Temel Yeterlilik Testi (TYT) ve Alan Yeterlilik Testleri (AYT) fizik testlerinden toplam 100 soru, 2018 Ortaöğretim Fizik Öğretim Programı (MEB, 2018) çerçevesinde analiz edilmiştir. Bulgular, Gacanoğlu (2024), Gacanoğlu ve Nakiboğlu (2022) ve Gacanoğlu ve Nakiboğlu (2024) tarafından yapılan çalışmaların sonuçlarıyla karşılaştırılmıştır. Analizin ilk bölümünde, 2018 fizik öğretim programında yer alan 213 öğrenme kazanımı arasından, soruların çoğunlukla 9. ve 11. sınıflara ait "Kuvvet ve Hareket" ünitesinden hazırlandığı tespit edilmiştir. Bu durum, TYT ve AYT fizik testlerindeki soru dağılımında homojenlik konusunda sorunların olduğunu, fakat öğretim programının bütün kazanımlarından soru hazırlanması sebebi ile YKS fizik testi sorularının kapsam geçerliliğinin korunduğunu göstermiştir. Çalışmanın ikinci bölümünde, YKS fizik ve kimya test sorularının öğretim programına uyumuna dayanarak kapsam geçerliliği karşılaştırılmıştır. Kimya testi en fazla kazanım temelli soruyu içermesine rağmen, belirli konulara yönelik soruların bulunmaması nedeniyle fizik testine kıyasla kapsam geçerliliği daha düşük bulunmuştur.

Keywords

2018 yılı fizik dersi öğretim programı, 2018 kimya dersi öğretim programı, temel yeterlilik testi(TYT), alan yeterlilik testi(AYT)

Comparison of Chemistry and Physics Test Questions in the 2019-2023 Higher Education Institutions Entrance Exams in Terms of Content Validity

Abstract

In the study, a total of 100 questions from the physics test in the Basic Proficiency Test (TYT) and Field Proficiency Tests (AYT) of the Higher Education Entrance Examinations (YKS) between 2019-2023 were analyzed within the framework of the 2018 Secondary Education Physics Curriculum (MoNE, 2018). The findings were carefully compared with the results of previous studies by Gacanoğlu (2024), Gacanoğlu and Nakiboğlu (2022), and Gacanoğlu and Nakiboğlu (2024) In the first part of analysis, it was found that, among the 213 learning achievements outlined in the 2018 physics curriculum, most questions were derived from the"Force and Motion" unit of the 9th-and 11th-grades. This indicated a lack of homogeneity in the distribution of questions across TYT and AYT physics tests. Nevertheless, it was ultimately concluded that the content validity of the YKS physics test questions was generally preserved, as questions addressed learning achievements from curriculum units. In the second part of the study, the content validity of the YKS physics and chemistry test questions was compared based on curriculum alignment. Although the chemistry test contained the highest number of achievement-based questions, its content validity was lower than that of the physics test due to the lack of questions on certain topics.

Keywords

2018 physics course curriculum, 2018 chemistry test curriculum, basic proficiency test(TYT), field proficiency test(AYT)

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