Abstract
Thanks
Bu çalışma 2. Uluslararası Fen, Matematik, Girişimcilik ve Teknoloji Eğitimi Kongresi'nde sözel bildiri olarak sunulmuştur.
References
- Acar, B., & Yaman, M. (2011). The impact of context-based learning on students’ interests and knowledge levels. Hacettepe University Journal of Education, 40, 1-10.
- Ahmed, A., & Pollitt, A. (2007). Improving the quality of contextualised questions: An experimental investigation of focus. Assessment in Education, 14(2), 201-232.
- Akpınar, M., & Kasım, Ş., (2017). Context-based teaching approach: React model In New Approaches in Social Studies Teaching III (pp.133-147). PEGEM A.
- Aksoy, B., Akbaba, B., & Kılcan, B. (2019). Skills training in social studies. PEGEM A.
Abstract
This study aims to obtain and compare the opinions of the question writers and teachers on skill-based questions. 24 science teachers and 11 context-based question writers participated in the study carried out according to the convergent parallel design. Opinions of both parties on the skill-based questions were taken and compared with the qualitative and quantitative data. Semi-structured interview forms prepared by the researchers were used as a data collection tool, and the collected answers were analyzed by content analysis. In addition, the teacher opinion questionnaire on skill-based questions was applied to both parties and a significant relationship between them was sought. Although there was a significant difference between the opinions of the question writers and the teachers on life-based questions, their opinions on the positive and negative aspects of life-based questions show parallelism. Teachers think that the new generation questions are unnecessarily long and time-consuming and that the quality of the questions in the market should be increased. It is recommended to carry out more detailed studies on skill-based questions and the foundations on which they are based. Also, providing teachers with more in-service training on skill-based question writing, and studying the views of students would contribute to the field.
References
- Acar, B., & Yaman, M. (2011). The impact of context-based learning on students’ interests and knowledge levels. Hacettepe University Journal of Education, 40, 1-10.
- Ahmed, A., & Pollitt, A. (2007). Improving the quality of contextualised questions: An experimental investigation of focus. Assessment in Education, 14(2), 201-232.
- Akpınar, M., & Kasım, Ş., (2017). Context-based teaching approach: React model In New Approaches in Social Studies Teaching III (pp.133-147). PEGEM A.
- Aksoy, B., Akbaba, B., & Kılcan, B. (2019). Skills training in social studies. PEGEM A.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Research Article |
| Authors | |
| Publication Date | December 31, 2023 |
| Published in Issue | Year 2023 Volume: 12 Issue: 3 |