ESSAY TYPE QUESTIONS CONVENIENT to CURRICULUM in MIDDLE SCHOOL SOCIAL STUDIES TEACHERS

Yıl 2013, Cilt: 32 Sayı: 1, 58 - 91, 01.03.2013

Halil Tokcan Erhan Çevik

Öz

In recent years, constructivism as a new development affecting program development activities also affected the Turkish education system and the Ministry of Education elementary and secondary school course schedules in line with this approach gradually changed since 2005. Because the program is adopted student-centered teaching and learning strategies that take into account individual differences, requires the evaluation of multiple (especially the written exam) in the testing and evaluation of students' knowledge, skills and attitudes in order to demonstrate. "In fact, implemented in a follow-up examinations can be used to identify any deficiencies in the unit test (question models) all behaviors (gains) must be checked at least with one question" (Özçelik, 1997, 24). Accurate assessments may be only possible with accurate measurements. With the measuring tools without the required qualifications, assessments will be made on the basis of the results obtained will be incorrect. According to teaching evaluation results; adjustment and development studies should be performed in required items by giving feedback to education planning, teaching practice and teaching measurement and evaluation activities (Senemoğlu 2005, 428). Because incorrect assessments will result in the wrong adjustments, will result to not to take right decisions in program development process. This study sought to answers for the following questions. 1. What is the distribution of units of social studies teachers’ exam questions? 2. According to the written exam questions with the distribution of units of social studies teachers in the curriculum of Social Studies, what is the degree of conformity of units committed time rates? 3. Social Studies teachers’ exam questions to what extent the objectives that are taken into consideration in preparing the program? In this study, measurement and assessment of student achievements in social studies teachers use exam questions written compliance program will be tried to determine. METHOD Research Field and Sampling: The target universe of the study is written exam questions implemented by 2007-2008 academic year primary 6 and 7 grade social studies teachers. While the universe of the study can be accessed is written exam questions prepared by primary 6 and 7 grade social studies teachers located in the central district of Niğde. The sample of the study is written social studies courses exam questions which made by 2007-2008 academic year primary 6 and 7 grade, II. grade social studies teachers in 25 primary schools teachers located in the central district of Niğde. 23 primary school social studies teachers’ exam questions contacted from this sample are evaluated scope of this research. Data Collection Tool: With the permission of the Provincial National Education Directorate of Niğde, a sample was taken from the primary school in the academic year 2007-2008, 6 and 7 classes Social Studies' written test questions by examining the written examination papers in the archives which sample taken from the primary schools. Analysis of the Datas: Written questions in the Social Studies gathered during the study after encoded with a number from 1 to 23 for each school, each exam numbered in accordance with it's period and exam number. This encoding respectively indicates, school number, class which examination is held, the period and exam number. 12/6.2.2 code refers to 12th school, 6th grade, 2nd period, 2.nd written exam questions. Questions classified according to related to the unit and then the unit on which the acquisition is. Microsoft Excel 2003 software was used for data analysis. The data and information obtained as a result of the research was evaluated with the help of SPSS 15.0 (Statistical Package for the Social Sciences) program in line with our objectives. Because 7 units and 23 schools are evaluated in our study, non-parametric correlation (relationship) analysis method Spearman Rho correlation analysis was used. The results obtained are interpreted in charts section. Results and Comments: Ministry of National Education in 2005 following the first pilot schools from the academic year 2006-2007, put into practice starting from the 6th grade elementary social studies classes learning areas, units, acquisition numbers and proposed time periods in the curriculum are provided below in Table 5 and 6. These tables contain 14 units, which 7 of them belongs to 6th grade and the other 7 of them belongs to 7th grade. For each unit number of acquisition specified and committed time for this units determined according to these acquisitions. By proportion of the committed time for units according to their share in the total committed time, unit committed time was determined as % for each unit. Table 1: Primary 6 Grade Social Studies Units and Ratios LEARNING AREA UNITS NUMBER OF ACQUISITION RATE (%) DURATION/ HOURS 1. Individual and Society I Learn Social Studies 6 11 12 2. People, Places and Environments Life on Earth 7 14 15 3. Culture and Heritage Turks on the Silk Road 9 23 24 4. Production, Distribution and Consumption Turkey's Resources 6 17 18 5. Global Connections Turkey and the World 5 11 12 6. Power, Government and Society The Adventure of Democracy 5 14 15 7. Science, Technology and Society Electronic Century 5 10 12 Grand Total 43 100 108 Source: Ministry of Education Primary Education Social Studies 6-7. Classes Curriculum and Guidance Table 2: Primary 7 Grade Social Studies Units and Ratios LEARNING AREA UNITS NUMBER OF ACQUISITION RATE (%) DURATION / HOURS 1. Individual and Society Communication and Human Relations 6 11 12 2. People, Places and Environments Population in Turkey 5 11 12 3. Culture and Heritage Turkish History Journey 8 25 27 4. Production, Distribution and Consumption Time in Science 5 11 12 5. Global Connections Economic and Social Life 6 17 18 6. Power, Government and Society Living Democracy 5 11 12 7. Science, Technology and Society Bridges Between Countries 4 14 15 Grand Total 39 100 108 Source: Ministry of Education Primary Education Social Studies 6-7. Classes Curriculum and Guidance Tables 1 and 2 given in time units committed rate 6th, and 7th grade social studies teachers exam questions units compared with the distribution ratios shown in the tables 3 and 4. Table 3: Comparison of Rates of the processing time units with 6th Grade Written Exam Questions rates Order No UNITS PROGRAM % WRITTEN % 1 I Learn Social Studies 11 15 2 Life on Earth 14 33 3 Turks on the Silk Road 23 18 4 Turkey's Resources 17 15 5 Turkey and the World 11 11 6 The Adventure of Democracy 14 8 7 Electronic Century 10 0 Total 100 100 As shown in Table 3, 6th grade Social Studies program, which has the highest rate in the committed time unit is the third unit (23%) and this proportion is 18% in the written examination questions. Written questions (33%) were asked about the most noteworthy problem is the second unit. The ratio of the second unit in the program is 14%. While 3. and 4. unit has %40 of the units in the program, 2. and 3. units sum is 51% in written exam questions. When it comes to a balanced distribution of all the units in the program (between 10% and 23%), there is an uneven distribution in written exam questions (between 0% and 33%). When we look to the tablo 3, rate of 10% of the committed period of the program 7 interesting to note that writing unit tests were not questioned. Table 4: Comparison of Rates of the processing time units with 7th Grade Written Exam Questions rates Order No UNITS PROGRAM % WRITTEN % 1 Communication and Human Relations 11 14 2 Population in Turkey 11 16 3 Turkish History Journey 25 35 4 Time in Science 11 9 5 Economic and Social Life 17 17 6 Living Democracy 11 6 7 Bridges Between Countries 14 1 Total 100 100 When table 4 is analyzed, 7. Social class is handled in the program with the greatest ratio of length units is the third unit (25%). When written questions are examined most (35%) of the questions asked from the third unit. As shown in Table 4, with 56% of the total weight of the program unit 3, 5 and 7, while the written exam questions sum of 3 and 5 units is 52%. When it comes to a balanced distribution of all the units in the program (between 11% to 25%), there is an uneven distribution in written exam questions (between 1% and 35%). From the 7th unit which is committed period determined as 14% in the program, it is interesting that very few (1%) questions are asked in written exams. When tables 3 and 4 are examined, the units committed time rates and observed that a mismatch between teachers' written exam questions. While rates of teachers in the program more than a written exam questions rates in 1 and 2. units in 6th grade; 3, 4, 6 and 7 units, to a lesser extent stipulated by the teachers in the program have a written exam question. While 7. unit has 10% place in the program, there is no question of the teachers belonging to this unit and a written exam. In 6th grade, only in 5. unit the "Our Country and the World" the question of the rate of the program is written examination (11%). In 7th grade, while 1, 2 and 3 units was higher than rates in the written exam questions those of teachers, in 4, 6 and 7 units, a lesser extent stipulated by the teachers in the program have a written exam question. While 7. unit has 14% place in the program, there is no question of the teachers belonging to this unit and a written exam. In 7th grade, only in 5. unit the "Economic and Social Life" ,the question of the rate of the program is written examination (17%). When these results are taken into consideration, we can say that teachers did not care the program while preparing the written exam questions. Suggestions: As a result of recommendations are developed within the framework of the findings of the research process are these. 1. Teachers must prepare questions in the appropriate rate of acquisition rates provided by the program while preparing exam questions with the aim of assessment and evaluation of the student knowledge and skills. 2. Questions asked in the examinations specified tables and what is acquisition that would be measured by the relationships detailed reports of exam preparation and test-post evaluation reports should be included in the regulations.

Anahtar Kelimeler

Social Studies Education, Measurement And Evaluation, Exam Questions, Exam Question Analysis, Primar

İLKÖĞRETİM II. KADEME SOSYAL BİLGİLER DERSİ ÖĞRETMENLERİNİN YAZILI SINAV SORULARININ PROGRAMA UYGUNLUĞUNUN İNCELENMESİ

Öz

Bu araştırma, ilköğretim Sosyal Bilgiler dersi öğretmenlerinin yazılı sınav sorularının Milli Eğitim Bakanlığı (MEB) ilköğretim Sosyal Bilgiler dersi 6. ve 7. sınıf öğretim programlarına uygunluğunu incelemek amacıyla yapılmıştır. Araştırmada bu amaçla Niğde ili şehir merkezinde yer alan 23 ilköğretim okulunda 2007-2008 eğitim-öğretim yılında sorulan toplam 4231 adet ilköğretim 6. ve 7.sınıf Sosyal Bilgiler dersi yazılı sınav sorusu analiz edilmiştir. Elde edilen bulgular çerçevesinde; 1. Öğretmenlerin yazılı sınav soruları ile programda yer alan ünite işleniş süreleri arasında anlamlı bir ilişkinin olmadığı 2. Öğretmenlerin yazılı sınav sorularının program kazanımlarına dağılımında bir orantısızlık söz konusu olduğu 3. Soruların bazı kazanımlarda yoğunluk kazanırken bazı kazanımlarla ilgili hiç soru sorulmadığı bulunmuştur. Araştırmanın bu bulgularına dayalı olarak; öğretmenlerin soru hazırlarken programı dikkate almadıkları sonucuna ulaşılmıştır. Buna göre öğretmenleri yazılı sınav sorularını hazırlarken programda yer alan ünite oranlarını dikkate almaları gerektiği söylenebilir.

Anahtar Kelimeler

Sosyal Bilgiler, Ölçme Değerlendirme, Yazılı Sınav Soruları, Yazılı Sınav Soruları Analizi, İlköğretim Sosyal Bilgiler Programı.

Kaynakça

• ATA B. (2006). “Sosyal Bilgiler Öğretim Programı”, C. Öztürk (Ed.), Hayat Bilgisi ve Sosyal Bilgiler Öğretimi içinde ,Ankara: PegemA Yayıncılık.
• DEMİREL Ö. (2004). Kuramdan Uygulamaya Eğitimde Program Geliştirme (7. Baskı), Ankara: PegemA Yayıncılık.
• ERKUL H. (2008). “21. Yüzyılda Eğitimde Olması Gerekenler”, Bilim ve Aklın Aydınlığında Eğitim Dergisi, S: 100, ss. 91.
• NARTGÜN Z. (2007). “Eğitimde Ölçme ve Değerlendirme Ders İçeriğinin ve Öğretiminin Yenilenen İlköğretim Programlarının Gerektirdiği Ölçme ve Değerlendirme Yeterlikleri Çerçevesinde Yeniden Düzenlenmesi”, Uluslararası Öğretmen Yetiştirme Politikaları ve Sorunları Azerbaycan. Bildiriler Sempozyumu Kitabı, (280-284), Bakü
• <http://www.egitim.hacettepe.edu.tr/sempozyum_bildiri.pdf> (30.12.2008)
• MEB “Ölçme ve Değerlendirme İle İlgili Temel Kavramlar”, http://iogm.meb.gov.tr/files/size_ozel/olcme_ve_degerlendirme.pdf> (08 Mayıs 2008).
• MEB (2005). İlköğretim Sosyal Bilgiler Dersi 6-7. Sınıflar Öğretim Programı ve Kılavuzu (Taslak Basım), Ankara: Talim ve Terbiye Kurulu Başkanlığı Devlet Kitapları Müdürlüğü Basımevi. İ Bildiriler Kitabı, Ankara