Evaluation of Skill-based Questions According to Science Education Teachers in Turkey

Abstract

This study aimed to determine science teachers’ opinions about the skills-based questions (SBQs) used in Turkey’s high school’s entrance exam. In this study, the phenomenology method was used. The study consisted of 15 participants working as science teachers with at least 5 years of professional experience in public schools in different provinces during the 2020–2021 academic years. The study data were collected through the semi-structured interview form prepared by the study’s researchers. The form included three questions related to the participants’ demographics and another 12 on SBQ. Content analysis was used by help of MAXQDA 20 to analyze the data. The study findings revealed that SBQ and lectures in textbooks were incompatible and books still offered traditional-type questions. Remarkably, science education is the most appropriate course to create SBQ. The teaching methods used in lectures should be associated with high-level thinking skills. Teachers need workshops related to SBQ. Therefore, this study has proposed that textbook contents be revised, and teachers be informed accordingly.