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

Burcu Peduk,Ozlem Ates*

doi:10.12973/ijem.5.3.433

Abstract

<p style="text-align:justify">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.</p>

Highlights

It is crucial to ensure that students improve their high-level thinking skills to show them the ways of acquiring scientific knowledge and to provide them with the acquisition of skills for them
When the data were analyzed within the scope of Trends in International Mathematics and Science Study (TIMSS) cognitive domains, it was observed that 33%, 40% and 27% of TIMSS 8th grade Science questions consisted of the questions at the levels of "knowing," “applying” and “reasoning," respectively
It was observed that the ratio of questions in the knowing cognitive domain was higher in the TIMSS examination compared to the High School Entrance Examination (HSE) examination, the ratio of questions in the applying and reasoning cognitive domains was higher in the HSE examination compared to the TIMSS examination

Summary

Introduction

It is crucial to ensure that students improve their high-level thinking skills (critical thinking, problem solving, analytical thinking, reasoning, scientific process, etc.) to show them the ways of acquiring scientific knowledge and to provide them with the acquisition of skills for them. Science course is quite important for the acquisition or development of high-level thinking skills. The skills that the students have acquired in this course provide opportunities for them to find solutions to real life problems through scientific ways and to interpret the natural events they have observed by considering them objectively (Kaptan & Korkmaz, 1997). In each change or update, it is observed that new skills along with the regulations related to the philosophy of curriculum, the scientific content which is planned to be provided, teaching method, and the assessment and evaluation approaches are highlighted

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Conclusion