Analysis of the Science Course Curriculum Objectives and High School Entrance Examination Questions According to TIMSS Framework

Autor/inn/en	Peduk, Burcu; Ates, Ozlem
Titel	Analysis of the Science Course Curriculum Objectives and High School Entrance Examination Questions According to TIMSS Framework
Quelle	In: International Journal of Educational Methodology, 5 (2019) 3, S.433-449 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Foreign Countries; Curriculum Evaluation; Science Curriculum; Educational Objectives; Tests; Admission (School); High School Students; Achievement Tests; International Assessment; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Physics; Biology; Earth Science; Chemistry; Test Items; Turkey; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Educational objective; Bildungsziel; Erziehungsziel; Examination; Prüfung; Examen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Physik; Biologie; Earth sciences; Geowissenschaften; Chemie; Test content; Testaufgabe; Türkei
Abstract	The aim of this study is to compare 2018 Science Course Curriculum (SCC), 2015 Trends in International Mathematics and Science Study (TIMSS) and 2018 High School Entrance Examination (HSE) in terms of content domains, cognitive domains and learning objectives. Qualitative research method, was used in this study. Data were analyzed using document review matrices to determine the similarities and differences between the objectives of SCC, TIMSS and HSE. SCC outcomes and HSE science questions were also classified according to TIMSS cognitive domains. Results show that the learning objectives of the fields of Physics, Biology and Earth Sciences of TIMSS are compatible with those of all grade levels of SCC and that the objectives of Chemistry are compatible with those of the seventh and eighth grades. Most of HSE questions are compatible with the objectives of SCC, however, the latest revision in the curriculum has introduced some eighth grade objectives to other grade levels. HSE science questions measure higher-level skills than TIMSS science questions. The subject domain of the "Organisms and Life" of SCC has the most learning objectives in the levels of "knowing" and "reasoning" while the subject domain of the "Physical Events" has the most learning objectives in the levels of "applying." Besides, the seventh-, fifth- and eighth-graders have the most objectives in the levels of "knowing," "applying," and "reasoning," respectively. It is hoped that the results will contribute the literature in improvement of science curricula and interpretation of national and international exams. (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@ijem.com; Web site: http://www.ijem.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01