The Effect of Question Preparation Training Program that Measures Higher Order Thinking Skills on the Self-Efficiency of Science Teachers

Year 2023, Volume: 7 Issue: 15, 568 - 583, 21.10.2023

Ahmet Bolat Sevilay Karamustafaoğlu

https://doi.org/10.31458/iejes.1314305

Abstract

In this study, the aim was to examine the effect of the question preparation training program that measures higher order thinking skills on the self-efficacy of science teachers. The research is in a pre-experimental design model with quantitative origin pre-test/post-test application. The example of the study comprises of 25 science teachers working in public middle schools in Çorum. “Question Developing Self-Efficacy Scale Measuring High Level Learning Level of Science Teachers” was used as data collection tool. Descriptive analysis, difference analysis and effect size analysis were used in the assessment of the data. The t-test for dependent samples were employed to compare the teachers' self-efficacy before the application and their self-efficacy at the end of the application. With the research, it was confirmed that the applied training program significantly increased teachers' self-efficacy in preparing questions measuring higher order skills. Herewith, multifarious proposals were made, like turning the training program into a book, and arranging the content of the in-service training programs by considering the items with low item averages.

Keywords

Science teacher, teacher education, measuring and assessment, question preparation, higher order thinking skills

References

• Akpınar, E. & Ergin, Ö. (2006). Fen bilgisi öğretmenlerinin yazılı sınav sorularının değerlendirilmesi. Milli Eğitim Dergisi, 35(172), 225-231.
• Ar, M. E. (2019). Fen bilimleri öğretmenlerine yönelik geliştirilen nitelikli yaşam temelli açık uçlu soru hazırlama kursunun uygulanması ve değerlendirilmesi Implementation and evaluation of a qualified life-based open-ended question preparation course developed for science teachers. (Unpublished master thesis, Uludağ University, Bursa, Turkey).
• Aslan, C. (2011). Soru sorma becerilerini geliştirmeye dönük öğretim uygulamalarının öğretmen adaylarının soru oluşturma becerilerine etkisi The effect of teaching practices aimed at developing questioning skills on teacher candidates’ questioning skills. Education and Science, 36(160), 236-249.
• Ayvacı, H. Ş. & Türkdoğan, A. (2010). Yeniden yapılandırılan bloom taksonomisine göre fen ve teknoloji dersi yazılı sorularının incelenmesi Examining the written questions of science and technology course according to the reconstructed bloom taxonomy. Journal of Turkish Science Education, 7(1), 13-25.
• Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman and Co.
• Bay, D. N. & Alisinanoğlu, F. (2012). Okul öncesi öğretmenlerine verilen soru sorma becerisi öğretiminin öğretmenlerin sorularının bilişsel taksonomisine etkisi The effect of questioning skills teaching given to preschool teachers on the cognitive taxonomy of teachers’ questions. Journal of Mersin University Faculty of Education, 8(3), 80-93.
• Bolat, A., Korkmaz, Ö. & Karamustafaoğlu, S. (2021). Question development self-efficacy scale measuring high level learning level of science teachers: Validity and reliability. Journal of Kirsehir Education Faculty, 22(1), 372- 416.
• Büyükalan-Filiz, S. (2009). Soru cevap yöntemi eğitiminin öğretmenlerin soru sorma bilgisi ve soru sorma tekniklerine etkisi The effect of question and answer method training on teachers’ questioning knowledge and questioning techniques. Kafkas University Journal of the Institute of Social Sciences, 1(3), 167-195.
• Can, A. (2019). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in scientific research process with SPSS].Ankara: Pegem Publishing House.
• Canbazoğlu-Bilici, S. (2019). Örnekleme yöntemleri [Sampling methods]. In H. Özmen & O. Karamustafaoğlu (Ed.), Eğitimde araştırma yöntemleri [Research methods in education] (s.56-78), Ankara: Pegem Akademi. Cansüngü-Koray, Ö. & Yaman, S. (2002). Fen bilgisi öğretmenlerinin soru sorma becerilerinin bloom taksonomisine göre değerlendirilmesi [Evaluation of science teachers' questioning skills according to Bloom’s taxonomy] Kastamonu Education Journal, 10(2), 317-324.
• Cumhur, F. (2016). Matematik öğretmeni adaylarının soru sorma davranışlarının gelişiminin incelenmesi: Bir ders imecesi çalışması [Examining the development of pre-service mathematics teachers’ questioning behaviors: A lesson study study]. (Unpublished doctoral dissertation, Karadeniz Technical University, Trabzon, Turkey).
• Çakan, M. (2004). Öğretmenlerin ölçme-değerlendirme uygulamaları ve yeterlik düzeyleri: İlk ve ortaöğretim [Teachers’ assessment-evaluation practices and proficiency levels: primary and secondary education]. Ankara University Journal of Faculty of Educational Sciences, 37, 99-114.
• Çakıcı, Y. & Girgin, E. (2012). İlköğretim II. kademe fen ve teknoloji ders kitaplarındaki ünite sonu değerlendirme sorularının incelenmesi [Primary education II. examining the end-of-unit evaluation questions in the secondary school science and technology textbooks]. Erzincan University Journal of Faculty of Education, 14(2), 87-110.
• Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş analizi [Introductory analysis to research and project studies]. Trabzon: Celepler Publishing House.
• Çepni, S. & Çoruhlu, T. Ş. (2010). Alternatif ölçme ve değerlendirme tekniklerine yönelik hazırlanan hizmet içi eğitim kursundan öğretime yansımalar [Reflections on teaching from the in-service training course prepared for alternative measurement and evaluation techniques]. Pamukkale University Faculty of Education Journal, 28(28), 117-128.
• Çoruhlu, T. Ş., Çoruhlu, T. Ş., Nas, S. E. & Çepni, S. (2008). Fen ve teknoloji öğretmenleri için alternatif ölçme ve değerlendirme tekniklerine yönelik bir hizmet içi eğitim programından yansımalar: Trabzon örneği [Reflections from an in-service training program on alternative assessment and evaluation techniques for science and technology teachers: The case of Trabzon]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(2), 1-22.
• Dindar, H. & Demir, M. (2006). Beşinci sınıf öğretmenlerinin fen bilgisi dersi sınav sorularının bloom taksonomisine göre değerlendirilmesi [Evaluation of fifth grade teachers’ science lesson exam questions according to Bloom’s taxonomy] Gazi University Journal of Gazi Education Faculty, 26(3), 87-96.
• Doğan, N. B. (2019). 4. sınıf fen bilimleri ders kitaplarındaki değerlendirme sorularının çeşitli açılardan incelenmesi [Examination of evaluation questions in 4th grade science textbooks from various perspectives]. (Master’s thesis, Necmettin Erbakan University, Konya, Turkey).
• Driana, E. & Ernawati, E. (2019). Teachers’ understanding and practices in assessing higher order thinking skills at primary schools. Acitya: Journal of Teaching and Education, 1(2), 110-118.
• Erişen, Y. (1998). Program geliştirme modelleri üzerine bir inceleme [A review on curriculum development models]. Educational Management in Theory and Practice, 13(13), 79-97.
• Gilligan, M. E. (2007). Traditional versus alternative assessments: which type do high school teachers perceive as most effective in the assessment of higher-order thinking skills? Saint Louis Univ.
• Greeno, J. G. (1989). A perspective on thinking. American Psychological Association, 44(2), 134-141.
• Gotch, C. M., Poppen, M. I., Razo, J. E. & Modderman, S. (2021). Examination of teacher formative assessment self-efficacy development across a professional learning experience. Teacher Development, 25(4), 534-548.
• Güleryüz, H. & Erdoğan, İ. (2018). Ortaokul fen bilimleri dersi sınav sorularının Bloom’un bilişsel alan taksonomisine göre değerlendirilmesi: Muş İli örneği [Evaluation of middle school science course exam questions according to Bloom's cognitive domain taxonomy: The case of Muş Province]. Anemon Mus Alparslan University Journal of Social Sciences, 6(1), 43-49.
• Gürbüz, M. Ç. (2014). PISA matematik okuryazarlık öğretiminin pısa sorusu yazma ve matematik okuryazarlık düzeyleri üzerine etkisi The effect of PISA mathematics literacy teaching on PISA question writing and mathematical literacy levels. (Master’s thesis, Uludağ University, Bursa, Turkey).
• Güven, Ç. (2014). 6, 7, 8. sınıflar fen ve teknoloji dersi öğretim programındaki soruların yenilenmiş Bloom Taksonomisi'ne göre incelenmesi [Examining the questions in the 6th, 7th, 8th grade science and technology curriculum according to the revised Bloom’s Taxonomy]. (Master’s thesis, Ahi Evran University, Kırşehir, Turkey).
• Hartell, E., Gumaelius, L. & Svärdh, J. (2015). Investigating technology teachers’ self-efficacy on assessment. International Journal of Technology and Design Education, 25(3), 321-337.
• Marso, R. N. & Pigge, F. L. (1988, Nisan). An analysis of teacher-made tests: testing practices, cognitive demands, and item construction errors. The anual meting of the national council on measurement in education, New Orleans.
• Ministry of National Education [MoNE]. (2018). İlköğretim kurumları fen bilimleri dersi öğretim programı [Primary education institutions science course curriculum], Talim ve Terbiye Kurulu Başkanlığı, Ankara.
• Mutlu, M., Uşak, M. & Aydoğdu, M. (2003). Fen bilgisi sorularının bloom taksonomisine göre değerlendirilmesi [Evaluation of science questions according to Bloom’s taxonomy]. Journal of Kirsehir Education Faculty, 4(2), 87-95.
• Özmen, H. (2019). Deneysel araştırma yöntemi [Experimental research method]. In H. Özmen & O. Karamustafaoğlu (Ed.), Eğitimde araştırma yöntemleri [Research methods in education] (İkinci Baskı) (s.198-229), Ankara: Pegem Akademi.
• Özüuygun, B. (2004). İlköğretim fen bilgisi öğretmenlerinin soru sorma becerilerinin incelenmesi [Examination of primary school science teachers’ questioning skills]. (Master’s thesis, Marmara University, İstanbul, Turkey).
• Umur, M. (2019). Fen bilgisi programı lisans ve lisansüstü öğrencilerinin öğretim programı kazanımlarına uygun soru hazırlama yeterliliklerinin incelenmesi [Examination of the competence of undergraduate and graduate students of science program to prepare questions appropriate to the curriculum achievements]. (Master’s thesis, Kastamonu University, Kastamonu, Turkey).
• Risner, G. P. (1987). Cognitive levels of questioning demonstrated by test items that accompany selected fifth-grade science textbooks (Doctoral dissertation). Nashville: Vanderbilt University.
• Taylor, D. & Bury, M. (2007). Chronic illness, expert patients and care transition. Sociology of Health & Illness, 29(1), 37-39.
• Volante, L. & Fazio, X. (2007). Exploring teacher candidates’ assessment literacy: Implications for teacher education reform and professional development. Canadian Journal of Education, 30(3), 749-770.
• Yip, D. Y. (2004). Questioning skills for conceptual change in science instruction. Journal of Biological Education, 38(2), 76-83.
• Wellman, L. E. (1997). The use of multiple representations, higher order thinking skills, interactivity, and motivation when designing a cd-rom to teach self-similarity (Master’s theses, University of California, Los Angeles, USA).