LGS Türkçe Sorularının Öğretim Programı, Ders Kitabı ve Bilişsel Alan Sınıflaması Açılarından İncelenmesi

Abstract

The main purpose of this study is to answer the Turkish questions of the High School Entrance Examination (LGS); The aim of this study is to examine the sample questions published in Turkish, 8th grade textbook activities and theme evaluation questions in terms of Turkish Lesson Curriculum and Bloom's revised cognitive domain classification (YBT). In the research, LGS Turkish questions, published sample questions, activities and theme evaluation questions in the 8th grade Turkish textbook; It has been examined and compared in line with the Turkish Course Curriculum and the cognitive steps they correspond to. In the study, LGS Turkish questions, published sample questions, and the data used in the examination of the 8th grade Turkish textbook were obtained by document analysis method. In the analysis of the data, "LGS Turkish Test Evaluation Form", "Sample Questions Evaluation Form", "Turkish 8th Grade Textbook Activity Evaluation Form" and "Theme Evaluation Questions Evaluation Form" were used. The data obtained from the examination objects were analyzed by descriptive analysis method and expert opinion was sought. Based on the study data, it was seen that LGS, sample questions, activities in the textbook, and theme evaluation questions focused on the comprehension and analysis steps of the cognitive domain classification, while less or no questions were given especially to the higher-level cognitive steps. In addition, while it was found that equal distribution could not be achieved in the activities in the textbook, specific to the acquisitions in the curriculum, it was determined that many acquisitions in the curriculum and based on the activities were not included in the theme evaluation questions. However, while similarity was observed in the frequency and weights of the acquisitions based on LGS and the sample questions, it was concluded that the required overlap could not be achieved with each other and with the LGS and sample questions in the frequency and weight of the outcomes based on the activities and theme evaluation questions in the textbook.