Liselere Geçiş Sistemi (LGS) Sorularının Soruşturma Temelli Öğretim Çerçevesinde İncelenmesi

Abstract

While the Ministry of National Education has implicitly included inquiry-based education since 2005, it has included it in its curriculum since 2013. The aim of the study is to examine skill-based questions within the framework of inquiry. High School Transition System questions in the study will be considered as skill-based questions. LGS questions; They are questions prepared to understand, reason, interpret and connect information with real life. The definition of such questions is interpretational, voluminous, voluminous, given, without data, and judgmental questions. The research is qualitative research and its method is document analysis. Apart from 335 LGS and sample questions between 2017-2021, 2015 PISA, 2015 PISA, TIMMS questions applied in 2007-2011-2015 were examined. PISA and TIMMS questions applied in the past with 335 LGS and sample questions were evaluated in two dimensions. These dimensions are Cognitive Skills and Science Process Skills questions. The questions were analyzed by taking the opinions of two experts. 20 of the 335 questions were chosen because they can be better characterized in two dimensions. As a result of the study, it was determined that the LGS questions did not correspond to the skills. In addition, the 21st century, which includes 18 skills and 32 acquisitions in scientific process skills, and covers the steps in the Renewed Bloom taxonomy. It was concluded that there were no questions containing skills. Cognitive Skills, Scientific Process and 21st Century with Inquiry-Based Teaching. skills can be integrated into education.