BibTex RIS Kaynak Göster

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Yıl 2013, Sayı: 4, 35 - 50, 01.12.2013

Öz

TIMSS (Trends in Mathematics and Science Study) which is a project of IAE (International Association for the Evaluation of Educational Achievement) was lastly conducted in 2011 and has drawn interest of many researchers with its fruitful data. 63 countries from all around the world participated TIMSS 2011 at fourth and eighth grade level. Turkey firstly participated this study in both fourth and eighth grade level at TIMSS 2011. Items in science achievement tests at both fourth and eighth grade levels in TIMSS are organized based on science content and cognitive domains. So, beside the average scores of the countries, TIMSS presents average scores with regard to science content and cognitive domains. Investigating the countries’ scores as a whole may trigger to overlook some detailed results which are very crucial for educational policy makers, school administrators, teachers, and students. In this study, school categories such as low-performing schools, medium-performing schools, and high performing schools were created to investigate Turkey’s results more deeply. IDB (International Database) Analyzer, which was developed by IAE for analyzing data from IEA’s large-scale assessments, was used to investigate the differences between low-performing schools, medium-performing schools, and high performing schools with regard to the students’ science content domain scores and their cognitive domain scores at both fourth and eighth grade levels in Turkey. In addition, the aforementioned school groups were examined with respect to the percentages of students who answered science items correctly. As a result of the analyses, it was found that in both fourth and eighth grade levels the earth science content domain scores relatively lower than the other domain scores for three categories of schools (low-, medium-, and highperforming school). In addition, surprisingly, the results revealed that fourth grade students’ average reasoning domain scores are higher than students’ both knowing and applying domain scores for three categories of schools. Moreover, the results revealed that even the students in high performing schools in Turkey have some difficulties to answer open-ended questions and reasoning items correctly at both fourth and eighth grade level in TIMSS 2011

Kaynakça

  • Bosker, R.J., & Witziers, B. (1996, April). The magnitude of school effects. or: Does it really matter which school a student attends? Paper presented at the Annual Meeting of the American Educational Research Association, New York, USA.
  • Coleman, J. S., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfield, F., & York, R. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.
  • Gonzalez, E.J., & Miles, J.A. (2001). TIMSS 1999 user guide for the international database. International Association for the Evaluation of Educational Achievement. Boston, MA.
  • Greenwald, R., Hedges, L. V., & Lane, R. D. (1996). The effects of school resources on student achievement. Review of Educational Research, 66, 361-396.
  • Hanushek, E. A. (1986). The economics of schooling: Production and efficiency in public schools. Journal of Economic Literature, 24, 1141-1177.
  • Hanushek, E. A. (1989). The impact of differential expenditures on school performance. Educational Researches, 18, 45-51.
  • IAE (2012) International Association for the Evaluation of Educational Achievement.
  • Joncas, M. (2007). TIMSS 2007 Technical Report: Chapter 5 TIMMSS 2007 Sample Design. International Association for the Evaluation of Educational Achievement. Boston, MA.
  • Konstantopoulos, S., (2006). Trends of School Effects on Student Achievement: Evidence from NLS:72, HSB:82, and NELS:92. Teachers College Record, 108, 2550-2581.
  • Martin, M.O, Mullis, I.V.S, Foy, P., & Stanco, G.M. (2012). TIMSS 2011 International Science Report. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Martin, M.O., Gregory, K.D., & Stemler, S.E. (2000). TIMSS 1999 technical report: IEA’s repeat of the Third International Mathematics and Science Study at the eighth grade. Chestnut Hill, MA: Boston College.
  • Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters. Berkeley, CA: University of California Press.
  • Mullis, I.V.S, Martin, M.O, Ruddock G.J., O'Sullivan, C.Y., & Preuschoff, C. (2009). TIMSS 2011 Assessment Frameworks. TIMSS & PIRLS International Study Center Lynch School of Education, Boston College.
  • OECD (2007). PISA 2006: Science Competencies for Tomorrow’s World, Executive Summary, 2007.
  • Schmidt, W.H., Jorde, D., Barrier, E., Gonzalo, I., Moser, U., Shimizu, K. (1996). Characterizing pedagogical flow: An investigation of mathematics and science teaching in six countries. Dordrect, The Netherlands: Kluver.
  • Teddlie, C., & Stringfield, S. (1993). Schools make a difference: Lessons learned from a 10- year study of school effects. New York: Teachers College Press.
  • TIMSS (2013). Released Items. International Association for the Evaluation of Educational Achievement. Boston, MA.
  • Yildirim,H.H., Yildirim, S., Ceylan, E., Yetisir, M.I. (2013). Turkiye Perspectifinden TIMSS 2011 Sonuclari. Turk Egitim Dernegi Tedmem Analiz Dizisi I, Ankara.
  • Fen Öğrenme Alanlarındaki ve Bilişsel Alanlardaki Puanların
  • Türkiye'de Bulunan Alt ve Üst Düzeydeki Okullara göre İncelenmesi

Fen ve Öğrenme Alanlarındaki ve Bilişsel Alanlardaki Puanların Türkiye'de Bulunan Alt ve Üst Düzeydeki Okullara göre İncelenmesi

Yıl 2013, Sayı: 4, 35 - 50, 01.12.2013

Öz

Kaynakça

  • Bosker, R.J., & Witziers, B. (1996, April). The magnitude of school effects. or: Does it really matter which school a student attends? Paper presented at the Annual Meeting of the American Educational Research Association, New York, USA.
  • Coleman, J. S., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfield, F., & York, R. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.
  • Gonzalez, E.J., & Miles, J.A. (2001). TIMSS 1999 user guide for the international database. International Association for the Evaluation of Educational Achievement. Boston, MA.
  • Greenwald, R., Hedges, L. V., & Lane, R. D. (1996). The effects of school resources on student achievement. Review of Educational Research, 66, 361-396.
  • Hanushek, E. A. (1986). The economics of schooling: Production and efficiency in public schools. Journal of Economic Literature, 24, 1141-1177.
  • Hanushek, E. A. (1989). The impact of differential expenditures on school performance. Educational Researches, 18, 45-51.
  • IAE (2012) International Association for the Evaluation of Educational Achievement.
  • Joncas, M. (2007). TIMSS 2007 Technical Report: Chapter 5 TIMMSS 2007 Sample Design. International Association for the Evaluation of Educational Achievement. Boston, MA.
  • Konstantopoulos, S., (2006). Trends of School Effects on Student Achievement: Evidence from NLS:72, HSB:82, and NELS:92. Teachers College Record, 108, 2550-2581.
  • Martin, M.O, Mullis, I.V.S, Foy, P., & Stanco, G.M. (2012). TIMSS 2011 International Science Report. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Martin, M.O., Gregory, K.D., & Stemler, S.E. (2000). TIMSS 1999 technical report: IEA’s repeat of the Third International Mathematics and Science Study at the eighth grade. Chestnut Hill, MA: Boston College.
  • Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters. Berkeley, CA: University of California Press.
  • Mullis, I.V.S, Martin, M.O, Ruddock G.J., O'Sullivan, C.Y., & Preuschoff, C. (2009). TIMSS 2011 Assessment Frameworks. TIMSS & PIRLS International Study Center Lynch School of Education, Boston College.
  • OECD (2007). PISA 2006: Science Competencies for Tomorrow’s World, Executive Summary, 2007.
  • Schmidt, W.H., Jorde, D., Barrier, E., Gonzalo, I., Moser, U., Shimizu, K. (1996). Characterizing pedagogical flow: An investigation of mathematics and science teaching in six countries. Dordrect, The Netherlands: Kluver.
  • Teddlie, C., & Stringfield, S. (1993). Schools make a difference: Lessons learned from a 10- year study of school effects. New York: Teachers College Press.
  • TIMSS (2013). Released Items. International Association for the Evaluation of Educational Achievement. Boston, MA.
  • Yildirim,H.H., Yildirim, S., Ceylan, E., Yetisir, M.I. (2013). Turkiye Perspectifinden TIMSS 2011 Sonuclari. Turk Egitim Dernegi Tedmem Analiz Dizisi I, Ankara.
  • Fen Öğrenme Alanlarındaki ve Bilişsel Alanlardaki Puanların
  • Türkiye'de Bulunan Alt ve Üst Düzeydeki Okullara göre İncelenmesi
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Eren Ceylan Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2013
Yayımlandığı Sayı Yıl 2013 Sayı: 4

Kaynak Göster

APA Ceylan, E. (2013). Fen ve Öğrenme Alanlarındaki ve Bilişsel Alanlardaki Puanların Türkiye’de Bulunan Alt ve Üst Düzeydeki Okullara göre İncelenmesi. Journal of Education and Future, 1(4), 35-50.
AMA Ceylan E. Fen ve Öğrenme Alanlarındaki ve Bilişsel Alanlardaki Puanların Türkiye’de Bulunan Alt ve Üst Düzeydeki Okullara göre İncelenmesi. JEF. Aralık 2013;1(4):35-50.
Chicago Ceylan, Eren. “Fen Ve Öğrenme Alanlarındaki Ve Bilişsel Alanlardaki Puanların Türkiye’de Bulunan Alt Ve Üst Düzeydeki Okullara göre İncelenmesi”. Journal of Education and Future 1, sy. 4 (Aralık 2013): 35-50.
EndNote Ceylan E (01 Aralık 2013) Fen ve Öğrenme Alanlarındaki ve Bilişsel Alanlardaki Puanların Türkiye’de Bulunan Alt ve Üst Düzeydeki Okullara göre İncelenmesi. Journal of Education and Future 1 4 35–50.
IEEE E. Ceylan, “Fen ve Öğrenme Alanlarındaki ve Bilişsel Alanlardaki Puanların Türkiye’de Bulunan Alt ve Üst Düzeydeki Okullara göre İncelenmesi”, JEF, c. 1, sy. 4, ss. 35–50, 2013.
ISNAD Ceylan, Eren. “Fen Ve Öğrenme Alanlarındaki Ve Bilişsel Alanlardaki Puanların Türkiye’de Bulunan Alt Ve Üst Düzeydeki Okullara göre İncelenmesi”. Journal of Education and Future 1/4 (Aralık 2013), 35-50.
JAMA Ceylan E. Fen ve Öğrenme Alanlarındaki ve Bilişsel Alanlardaki Puanların Türkiye’de Bulunan Alt ve Üst Düzeydeki Okullara göre İncelenmesi. JEF. 2013;1:35–50.
MLA Ceylan, Eren. “Fen Ve Öğrenme Alanlarındaki Ve Bilişsel Alanlardaki Puanların Türkiye’de Bulunan Alt Ve Üst Düzeydeki Okullara göre İncelenmesi”. Journal of Education and Future, c. 1, sy. 4, 2013, ss. 35-50.
Vancouver Ceylan E. Fen ve Öğrenme Alanlarındaki ve Bilişsel Alanlardaki Puanların Türkiye’de Bulunan Alt ve Üst Düzeydeki Okullara göre İncelenmesi. JEF. 2013;1(4):35-50.