Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey

Erdi Altun; Gülten Şendur; Şenol Alpat

EN TR

Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey

Abstract

China and Turkey are countries with different cultural, historical, and social contexts. However, there are some similar points in these countries’ educational system. Each year, millions of secondary school students in these countries take the entrance exams, but limited number of them gains admission into the universities. This study aims to compare those countries’ university entrance exams and chemistry questions in these exams according to some criteria such as exam applications, content, and question types. The data of study was collected by documentary review and analyzed by descriptive analysis. At the end of the study, it was determined that there are some differences in some aspects of university entrance exams, and chemistry questions in China are extremely comprehensive, and required high level chemistry knowledge. In the light of these results, some recommendations were presented for educators in Turkey.

Keywords

China, chemistry questions, comparative education, Turkey, university entrance examination

References

Akpınar, B. and Aydın, K. (2007). A comparison of educational reforms in Turkey and other count- ries. Research on Eastern Anatolia Region, 6(1), 82-88.
Aldemir, A. Y. (2010). The comparison of English language teacher training systems in Turkey and Japan.Unpublished master thesis. Balıkesir University, Institute of Social Sciences, Balıkesir.
Alexander, R.J. (2001). Culture and Pedagogy: international comparisons in primary education. Oxford and Boston: Blackwell.
Australian Education International (2009). Research on China’s National College Entrance Exa- mination (the Gaokao). Available at: http://sydney.edu.au/ab/committees /admissions/2011/ AEI_Gaokao_Report.pdf (date accessed: 21/02/2014).
Ayas, A. (1995). Fen bilimleri üniversitesi program geliştirme ve uygulama teknikleri üzerine bir çalişma: iki çağdaş yaklaşimin değerlendirilmesi. Hacettepe University Journal of Education, 11, 149-155.
Aydın, A. (2006). A comparatıve study on secondary schoolChemistry curriculum of various coun- tries and anew Chemistry curriculum framework proposalfor Turkey.Journal of Kırşehir Ed- ucation Faculty, 7 (2), 199-205.
Bai, C., Chi, W. and Qıan, X. (2013). Do college enterance examination scores predict undergraduate GPAs? A tale of two universities. China Economic Review, http://dx.doi.org/10.1016/j.chieco.2013.08.005.
Baskan, G. A., Aydın, A. and Madden, T. (2006). Türkiye’deki öğretmen yetiştirme sistemine kar- şılaştırmalı bir bakış. Journal of Çukurova University Institute of Social Sciences, 15(1), 35-42.
Baştürk, S. (2011). Negative reflections of preparation process to the university entrance exam on students’ mathematics learning. Hacettepe University Journal of Education, 40, 69-79.
Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education. London: Routledge Falmer.

Cüceloğlu, D. (1993). İnsan ve Davranışı. İstanbul: Remzi Kitapevi
Dai, M., Chen, Z. and Davey, G. (2007) Mental health implications of the Chinese university ent- rance exam. The paper presented at the Conference on Psychology in Mental Health: Prospects and Challenges, Bangalore, India, July 26-28, 2007.
Davey, G. and Higgins, L. (2005). Fear in China. China Review, 33, 30–33.
Davey, G., Lian, D. C., and Higgins, L. (2007). The university entrance examination system in China. Journal of Further and Higher Education, 31(4), 385-396.
Delibaş, H. and Babadoğan, C. (2009). A comparison of biology teacher education programs in Germany, England and Turkey, Elementary Education Online, 8(2), 556-566.
Dong, Q., Yang, B. and Ollendick, T. (1994). Fears in Chinese children and adolescents and their re- lations to anxiety and depression. Journal of Child Psychology and Psychiatry, 35(2), 351–363.
Ergun, M. (2009). A comparison of the physics and chemistry teacher training program in Turkey and France. The paper presented at the First International Congress of Educational Research, Çanakkale,Turkey, May 1-3, 2009.
Ergun, M. (2013a). Comparison of chemistry teacher education programs in Switzerland and Tur- key, Journal of Turkish Science Education, 10 (1), 118-138.
Ergun, M. (2013b). Comparison of Chemistry questions in access to higher education exams in France, Switzerland and Turkey. National Education, 199, 147-168.
Gölpek, F. and Uğurlugelen, K. (2013). Entry systems of higher education in European countrys and Turkey. Dicle University Journal of Economics and Administrative Sciences, 2(5) 9, 64-77.
Güzel, İ. (2010). Turkey, Germany, Canada highscool mathemathics curriculum comparing. Unpub- lished master thesis. Zonguldak Karaelmas University, Institute of Social Sciences, Zonguldak.
Kandel, I.L. (1933). Comparative Education. Boston: Houghton Mifflin.
King, E. (1979). Other Schools and Ours Comparative Studies for Today (5th ed). London: Holt, Rinehart and Winston.
Kilimci, S. (2006). The Comparison of initial teacher training programmes of Germany, France, Eng- land and Turkey. Unpublished phd thesis, Çukurova University, Institute of Social Sciences, Adana.
Lauweyers, J. A., Varış, F. and Neff, K. (1979). Mukayeseli Eğitim. Ankara: Ankara Üniversitesi Eğitim Fakültesi Yayınları.
Lewin, K. and Xu, H. (1989). Rethinking revolution: reflections on China’s 1985 educational re- forms. Comparative Education, 25(1), 7–17.
Liu, X. (1994). Brief introduction of the college enrolling examination on behalf of the examination reform, the psychological testing in Chinese community.Beijing: China Testing Commission, Psychology Public Company.
Liu, H., and Wu, Q. (2006). Consequences of college entrance exams in China and the reform chal- lenges. KEDI Journal of Education Policy, 3(1), 7–21.
Nakiboğlu, C. (1999). Perdue Üniversitesi (ABD) ve Balıkesir Üniversitesi kimya öğretmen yetiştirme prog- ramlarının karşılaştırılması. Dokuz Eylül University Buca Faculty of Education Journal, 11, 426–438.
NIEA, (2012). A Brief Introduction to the National College Entrance Examination（CEE). Available at: http://niea.neea.edu.cn/images/201210151157320001.pdf. (date accessed: 26/02/2014).
Noah, H.J. (1984). The use and abuse of comparative education. Comparative Education Review, 28 (4), 550-562.
OSYM, (2014). 2014 öğrenci seçme ve yerleştirme sistemi (ösys) kılavuzu. Available at: http:// dokuman.osym.gov.tr/pdfdokuman/2014/YGS/2014_OSYS_KILAVUZU_02_01_2014.pdf (date accessed: 20/01/2014).
Sağlam, M., Özüdoğru, F. and Çıray, F. (2011). The European Union education policies and their effects upon Turkish education system.Yüzüncü Yıl University Journal of Faculty of Education, 8(1), 87-109.
Sönmez , V., and Alacapınar, F.G. (2011). Örneklendirilmiş Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık.
Türkoğlu, A. (1985). Fransa, İsveç ve Romanya Eğitim Sistemleri. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Basımevi.
Türkoğlu, A. (1998). Karşılaştırmalı eğitim dünya ülkelerinden örneklerle. Adana: Baki Kitabevi.
Turan, S. (2005). Öğrenen toplumlara doğru Avrupa Birliği eğitim politikalarında yaşam boyu öğ- renme . Ankara Review of European Studies, 5 (1), 87-98.
Ültanır, G. (2000). Karşılaştırmalı eğitim bilimi kuram ve teknikler. Ankara: Eylül Yayınları.
Ünal, S., Coştu, B. and Karataş, F. Ö. (2004). A General Look at the Science Curriculum Development Studies in Turkey. Gazi University Journal of Gazi Educational Faculty, 24(2), 183-202.
Wang, X. B. (2006). An introduction to the system and culture of the College Entrance Examination of China. Research notes RN-28. New York: the College Board.
Wei, B. and Thomas, G. P. (2005). Rationale and Approaches for Embedding Scientific Literacy into the New Junior Secondary School Chemistry Curriculum in the People’s Republic of Chi- na. International Journal of Science Education, 27(12), 1477–1493.
Zhuoqiong, W. (2005, September 6). Exam life for a student and family, China Daily, p.5.
URL-1. General Structure of the Turkish Educational System. Available at: http://www.erciyes.edu. tr/en/aboutosym.pdf (date accessed: 20/01/2014).

Details

Primary Language

English

Subjects

-

Journal Section

-

Authors

Erdi Altun
Dokuz Eylul University, Institute of Educational Sciences, Department of Secondary Science and Mathematics Education, Buca, Izmir, Turkey

Gülten Şendur This is me
DOKUZ EYLÜL ÜNİVERSİTESİ, BUCA EĞİTİM FAKÜLTESİ, MATEMATİK VE FEN BİLİMLERİ EĞİTİMİ BÖLÜMÜ, MATEMATİK EĞİTİMİ ANABİLİM DALI

Şenol Alpat This is me
DOKUZ EYLÜL ÜNİVERSİTESİ, BUCA EĞİTİM FAKÜLTESİ, MATEMATİK VE FEN BİLİMLERİ EĞİTİMİ BÖLÜMÜ, MATEMATİK EĞİTİMİ ANABİLİM DALI

Publication Date

July 15, 2016

Submission Date

July 15, 2016

Acceptance Date

-

Published in Issue

Year 2016 Volume: 24 Number: 2

IZ

https://izlik.org/JA88MD87BY

APA

Altun, E., Şendur, G., & Alpat, Ş. (2016). Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey. Kastamonu Education Journal, 24(2), 857-874. https://izlik.org/JA88MD87BY

AMA

1.Altun E, Şendur G, Alpat Ş. Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey. Kastamonu Education Journal. 2016;24(2):857-874. https://izlik.org/JA88MD87BY

Chicago

Altun, Erdi, Gülten Şendur, and Şenol Alpat. 2016. “Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey”. Kastamonu Education Journal 24 (2): 857-74. https://izlik.org/JA88MD87BY.

EndNote

Altun E, Şendur G, Alpat Ş (March 1, 2016) Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey. Kastamonu Education Journal 24 2 857–874.

IEEE

[1]E. Altun, G. Şendur, and Ş. Alpat, “Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey”, Kastamonu Education Journal, vol. 24, no. 2, pp. 857–874, Mar. 2016, [Online]. Available: https://izlik.org/JA88MD87BY

ISNAD

Altun, Erdi - Şendur, Gülten - Alpat, Şenol. “Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey”. Kastamonu Education Journal 24/2 (March 1, 2016): 857-874. https://izlik.org/JA88MD87BY.

JAMA

1.Altun E, Şendur G, Alpat Ş. Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey. Kastamonu Education Journal. 2016;24:857–874.

MLA

Altun, Erdi, et al. “Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey”. Kastamonu Education Journal, vol. 24, no. 2, Mar. 2016, pp. 857-74, https://izlik.org/JA88MD87BY.

Vancouver

1.Erdi Altun, Gülten Şendur, Şenol Alpat. Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey. Kastamonu Education Journal [Internet]. 2016 Mar. 1;24(2):857-74. Available from: https://izlik.org/JA88MD87BY

Kastamonu Education Journal is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.

Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey

Comparison of The Main Features and The Chemistry Questions of University Entrance Examinations in China and Turkey

Abstract

Keywords

Çin ve Türkiyedeki Üniversite Giriş Sınavlarının Genel Özelliklerinin ve Kimya Sorularının Karşılaştırılması

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

IZ

Cite