INVESTIGATION OF SCIENTIFIC LITERACY ACCORDING TO DIFFERENT ITEM TYPES: PISA 2015 TURKEY SAMPLE

Yıl 2019, , 695 - 709, 01.07.2019

Esin Yılmaz Koğar , Hakan Koğar

https://doi.org/10.17240/aibuefd.2019.19.46660-467271

Cited By: 2

Öz

The aim of the present study was to reveal the psychometric
properties of the items in the cognitive test of PISA 2015 assessing scientific
literacy according to different item types and to examine scientific literacy
in relation to different independent variables. In the sample of PISA 2015
Turkey, 175 students from 5895 students were included in the study with the aim
of researching. Descriptive statistics and various hypothesis tests were used
to obtain the findings of the research. When scientific literacy and item
difficulty averages for all three item types were examined, students with a
high level of scientific literacy level were more successful at responding to
constructed response (CR) items, while students with a low level of scientific
literacy were more successful at answering multiple choice (MC) items. Male
students were more successful than female students in responding to MC and
complex multiple choice (CMC) items, while female students were more successful
than male students in answering CR items. It was found that students with a
high level of economic, social and cultural status were more successful than
those with a low level of economic, social and cultural status. 

Anahtar Kelimeler

item types, PISA, scientific literacy, multiple choice items, complex multiple choice items, constructed response items

FARKLI MADDE TÜRLERİNE GÖRE FEN OKURYAZARLIĞININ İNCELENMESİ: PISA 2015 TÜRKİYE ÖRNEĞİ

Öz

Bu araştırmanın amacı, farklı madde türlerine
göre PISA 2015 fen okuryazarlığı bilişsel testinde yer alan maddelerin
psikometrik özelliklerini ortaya koymak ve farklı madde türlerinden elde edilen
fen okuryazarlığı puanlarını farklı bağımsız değişkenlere göre incelemektir.
PISA 2015 Türkiye örnekleminde yer alan 5895 öğrenciden, araştırmanın amacı
doğrultusunda 175 öğrenci çalışmaya dâhil edilmiştir. Araştırmaya iki fen
kümesinde yer alan toplam 35 fen okuryazarlığı maddesi alınmıştır. Araştırmanın
bulgularını elde edebilmek için betimsel istatistikler ve çeşitli hipotez
testleri kullanılmıştır. Çoktan seçmeli (ÇS) maddelerin daha kolay olmasının
yanında ayırt ediciliğinin oldukça düşük olduğu; cevabı yazılan (CY) maddelerin
ise diğer madde türlerine göre zor ve ayırt ediciliğinin daha yüksek olduğu
belirlenmiştir. Karmaşık çoktan seçmeli (KÇS) maddelerin ise ÇS maddeleri ile
benzer bir madde güçlüğüne sahip olmasıyla birlikte, ayırt ediciliğinin ÇS
maddelerine göre daha yüksek olduğu sonucuna varılmıştır. Üç ayrı madde
türündeki fen okuryazarlığı ve madde güçlük ortalamaları incelendiğinde, fen
okuryazarlık düzeyi yüksek olan öğrencilerin CY maddelerinde; fen okuryazarlık
düzeyi düşük olan öğrencilerin ise ÇS maddelerinde daha başarılı olduğu
belirlenmiştir. Erkek öğrenciler ÇS ve KÇS maddelerinde kız öğrencilere göre
daha başarılı bulunurken kız öğrenciler ise CY maddelerinde erkek öğrencilere
göre daha başarılı bulunmuştur. Üst ekonomik, sosyal ve kültürel duruma sahip
öğrencilerin tüm madde türlerinde alt ekonomik, sosyal ve kültürel duruma sahip
öğrencilere göre daha başarılı olduğu sonucuna varılmıştır. Bu çalışmada
kullanılan madde türü sınıflandırması PISA 2015 uygulamasına aittir. Farklı
madde türü sınıflandırmaları ile bu araştırma tekrar edilebilir. Ayrıca fen
okuryazarlık düzeyi düşük, orta ve yüksek olan ülkelerden elde edilecek
örneklemler üzerinden benzer bir çalışma yürütülebilir. Bu araştırma doğrultusunda
Türkiye’de, özellikle merkezi sınavlarda farklı soru türlerinin birlikte
kullanılması yönünde atılan adımların olumlu sonuçlar verebileceği
düşünülmektedir. Farklı madde türlerinin fen başarısının belirlenmesinde
birlikte kullanılması önerilmektedir.

Anahtar Kelimeler

Madde türü, PISA, fen okuryazarlığı, çoktan seçmeli maddeler, karmaşık çoktan seçmeli maddeler, yapılandırılmış cevaplı maddeler

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