KaydedilenlerDerginizi ekleyin

Dergiler / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Issue: 4

Fen Bilimleri Öğretmen Adaylarının Bağlam Temelli Soru Yazma Becerilerinin İncelenmesi

An Investigation of Science Teacher Candidates' Context-Based Question Writing Skills

Kevser Arslan(YILDIZ TEKNİK ÜNİVERSİTESİ)0000-0003-0658-7175
Elif Benzer(MARMARA UNIVERSITY)0000-0002-2518-768X
Sayfa
—
Yayın Tarihi
2026-08-09
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular: Bulgular, fen bilgisi öğretmen adaylarının hazırladıkları bağlam temelli soruların hedeflenen PISA bilimsel okuryazarlık düzeyleriyle orta düzeyde uyumlu olduğunu ortaya koymuştur.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Amaç: 21. yüzyılda eğitim ve öğretim faaliyetlerindeki gelişmeler, öğrenci rollerini dönüştürmüş, öğrencileri bilgiyi eleştirel olarak değerlendiren, sorgulayan ve günlük yaşamda ve problem çözmede uygulayan bireyler olarak konumlandırmıştır.
📊
Temel Bulgular & Veri:Öğretmenler, öğrencilere bu becerileri kazanmaları için fırsatlar sağlamada ve ilerlemelerini değerlendirmede önemli bir rol oynamaktadır.
💡
Sonuç & Katkı:Bulgular: Bulgular, fen bilgisi öğretmen adaylarının hazırladıkları bağlam temelli soruların hedeflenen PISA bilimsel okuryazarlık düzeyleriyle orta düzeyde uyumlu olduğunu ortaya koymuştur.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Scientific Literacy · PISA Questions · Context-Based Question Writing Skills

Özet

Amaç: 21. yüzyılda eğitim ve öğretim faaliyetlerindeki gelişmeler, öğrenci rollerini dönüştürmüş, öğrencileri bilgiyi eleştirel olarak değerlendiren, sorgulayan ve günlük yaşamda ve problem çözmede uygulayan bireyler olarak konumlandırmıştır. Çeşitli alanlardaki becerileri ölçen PISA sınavı, öğrencilerin bu yeterlilikleri kazanıp kazanmadıklarını belirlemede öne çıkmaktadır. Öğretmenler, öğrencilere bu becerileri kazanmaları için fırsatlar sağlamada ve ilerlemelerini değerlendirmede önemli bir rol oynamaktadır. Hedeflenen eğitim standartlarına ulaşmanın ilk adımı öğretmen adaylarının eğitimidir. Bu nedenle, öğretmen adaylarına bağlam temelli metinler oluşturma ve bağlama uygun sorular formüle etme yeteneği kazandırmak büyük önem taşımaktadır. Bu varsayımdan yola çıkarak, bu çalışma fen bilgisi öğretmen adaylarının bağlam temelli soru yazma becerilerini kapsamlı bir şekilde incelemeyi amaçlamaktadır. Yöntem: Çalışma, nitel araştırma yöntemlerinden biri olan vaka çalışması tasarımı kullanılarak yürütülmüştür. Katılımcılar 34 fen bilgisi öğretmen adayından oluşmuştur. Çalışma, araştırmacı tarafından yürütülen "Eleştirel ve Analitik Düşünme" dersinde gerçekleştirilmiştir. Bu dersi alan fen bilgisi öğretmen adayları, seçtikleri konularda bağlam temelli metinler oluşturmuş ve metinlerinden yola çıkarak her PISA bilimsel okuryazarlık düzeyi için yedişer soru hazırlamışlardır. Bağlam temelli metinlerin içerikleri ve öğretmen adaylarının hazırladıkları sorular araştırmanın verilerini oluşturmaktadır. Araştırma verileri, nitel veri analiz yöntemlerinden biri olan betimsel analiz kullanılarak analiz edilmiştir. Veri analizi sürecinde farklı araştırmacılar tarafından analizler yapılmış ve tutarlılık sağlanmıştır. Bulgular: Bulgular, fen bilgisi öğretmen adaylarının hazırladıkları bağlam temelli soruların hedeflenen PISA bilimsel okuryazarlık düzeyleriyle orta düzeyde uyumlu olduğunu ortaya koymuştur. Sonuç: Araştırma sonucunda, fen bilgisi öğretmen adaylarının bağlam temelli soru yazma becerilerinin lisans eğitimleri sırasında verilecek eğitimlerle ve konu alanı uzmanlarının gözetiminde yapılacak soru yazma etkinlikleriyle daha da geliştirilebileceği önerilmiştir.

Abstract

Purpose: Developments in education and teaching activities in the 21st century have transformed student roles, positioning students as individuals who critically evaluate, question knowledge, and apply it in daily life and problem-solving. The PISA exam, which assesses skills in various domains, stands out in determining whether students have acquired these competencies. Teachers play a crucial role in providing students with opportunities to gain these skills and in evaluating their progress. The first step in achieving the targeted educational standards is the training of teacher candidates. Therefore, equipping teacher candidates with the ability to create context-based texts and formulate questions appropriate to the context is of great importance. Based on this premise, this study aims to thoroughly examine the context-based question-writing skills of science teacher candidates. Method: The study was conducted using a case study design, one of the qualitative research methods. The participants consisted of 34 science teacher candidates. The study was conducted in the "Critical and Analytical Thinking" course conducted by the researcher. The science teacher candidates taking this course created context-based texts on topics of their choice and prepared seven questions for each PISA scientific literacy level based on their texts. The content of the context-based texts and the questions prepared by the teacher candidates constitute the research data. The research data were analyzed using descriptive analysis, one of the qualitative data analysis methods. During the data analysis process, different researchers conducted analyses, and consistency was ensured. Findings: The findings revealed that the context-based questions prepared by science teacher candidates were moderately aligned with the targeted PISA scientific literacy levels. Conclusion: As a result of the research, it was suggested that science teacher candidates’ context-based question-writing skills could be further developed through training during their undergraduate education and through question-writing activities conducted under the supervision of subject matter experts.

🔖

Bu Makaleye Atıf Yap

Arslan, K., Benzer, E. (2026). Fen Bilimleri Öğretmen Adaylarının Bağlam Temelli Soru Yazma Becerilerinin İncelenmesi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Issue: 4. https://doi.org/10.14686/buefad.1658497

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (70)

  1. Aköz, O., Deniş Çeliker, H., & Genç, H. (2022). Question examples for context-based evalution of elctivite environmental education course within the framework of PISA. Journal of Turkish Educational Research, 9(3), 431-451. https://doi.org/10.33907/turkjes.1068730
  2. Alatlı, B. K., & Bökeoğlu, Ö. Ç. (2018). Investigating the measurement invariance of literacy tests in the programme for international student assessment (PISA-2012). Elementary Education Online,17(2), 1096-1115. https://doi.org/10.17051/ilkonline.2018.419357
  3. Al-Rosaa, T. (2023). The Degree of Including Contextual Questions ‎According to the Program for International ‎Student Assessment (PISA) in Science ‎Textbooks for the Intermediate Stage in Saudi ‎Arabia. Jordan Journal of Educational Sciences, 19(4), 967–980. https://doi.org/10.47015/19.4.9
  4. Arık Güngör, B., & Saraçoğlu, S. (2023). Evaluation of the Content of the Eighth Grade Science Textbook in Terms of Context-Based Learning Approach. Journal of New Approaches in Education, 6(2), 145-172.
  5. Aydın, A., Selvitopu, A.,& Kaya, M. (2018). Investments in education and PISA 2015 results: A comparative analysis. Elementary Education Online, 17(3), 1283-1301. https://doi.org/10.17051/ilkonline.2018.466346
  6. Ayvacı, H. Ş., & Yamaçlı, S. (2023). Context-based question generation; national and international approaches. Mehmet Akif Ersoy University Faculty of Education Journal, (65), 578-614. https://doi.org/10.21764/maeuefd.1017324
  7. Bayburtlu, Y. S. (2021). Views of Turkish Teachers on Skills-Based Turkish Questions. International Journal of Progressive Education, 17(1), 325-337.
  8. Bellocchi, A., King, D. T. ve Ritchie, S. M. (2016). Context-based assessment: creating opportunities for resonance between classroom fields and societal fields. International Journal of Science Education, 38(8), 1304-1342. https://doi.org/10.1080/09500693.2016.1189107
  9. Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context‐based and STS approaches to science teaching. Science education, 91(3), 347-370. https://doi.org/10.1002/sce.20186
  10. Benzer, A. (2019). Challenge PISA reading proficiency levels of Turkish textbooks. Literacy Education Research,7(2), 96-109. https://dx.doi.org/10.35233/oyea.659740
  11. Benzer, A. (2021). What does PISA want from the Turkish education system?. Neşîde Journal,5(5), 66-76.
  12. Bolat, A., Karamustafaoğlu, S., & Korkmaz, Ö. (2022). Self-Efficacy of question development, which measures the higher order thinking skills of science teachers. Bogazici University Journal of Education, 39(1), 375-392. https://doi.org/10.52597/buje.989689
  13. Bortnik, B., Stozhko, N., & Pervukhina, I. (2021). Context-based testing as assessment tool in chemistry learning on university level. Education Sciences, 11(8), 450. https://doi.org/10.3390/educsci11080450
  14. Bülbül, M. Ş., & Aktaş, G. (2013). Context-based drama applications for physics courses. Journal of Research in Education and Teaching, 2(1), 381-389
  15. Ceylan, H. (2024). Researching the effect of context-based teaching approach on learning the force and energy unit in the secondary school science lesson. PhD Thesis, Institute of Educational Sciences, Ataturk University, Erzurum.
  16. Çepni, S. (2016). Understanding PISA and TIMSS logic and questions. Ankara: Pegem Akademi.
  17. Çepni, S., Ormancı, Ü., & Ülger, B. B. (2020). Examination of context-based question writing skills of science teachers participated in a scientific literacy course. Journal of Qualitative Research in Education, 8(4), 1249-1270. https://dx.doi.org/10.14689/issn.2148-2624.8c.4s.8m
  18. Çiçek, S., & Dilekçi, A. (2022). Evaluation of high-school entrance exam Turkish questions based on PISA reading criteria. Gazi Faculty of Education Journal, 42(2), 1535-1553. https://doi.org/10.17152/gefad.977568
  19. Çoruhlu, T. Ş., Nas, S. E., & Çepni, S. (2008). Reflections from an in-service training program for science and technology teachers on alternative measurement and evaluation techniques: Trabzon example. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(2), 1-22.
  20. De Putter-Smits, L. G., Nieveen, N. M., Taconis, R., & Jochems, W. (2022). A one-year teacher professional development programme towards context-based science education using a concerns-based approach. Professional Development in Education, 48(3), 523-539. https://doi.org/10.1080/19415257.2020.1712616
  21. De Putter-Smits, L. G., Taconis, R., Jochems, W., & Van Driel, J. (2012). An analysis of teaching competence in science teachers involved in the design of context-based curriculum materials. International journal of science education, 34(5), 701-721. https://doi.org/10.1080/09500693.2012.656291
  22. Deveci, I., & Karteri, I. (2022). Context-based learning supported by environmental measurement devices in science teacher education: A mixed method research. Journal of Biological Education, 56(5), 487-512. https://doi.org/10.1080/00219266.2020.1821083
  23. Doğru, M., & Çepni, S. (2023). A Comparative Study of Traditional Multiple Choice and Context Based Achievement Test Preparation: 7th Grade Light and Matter Interaction Unit. Journal of Science Mathematics Entrepreneurship and Technology Education, 6(1), 74-101.
  24. Elmas, R. ve Eryılmaz, A. (2015). How to Write Good Quality Contextual Science Questions: Criteria and Myths. Journal of Theoretical Educational Science, 8(4), 564-580. http://dx.doi.org/10.5578/keg.10135
  25. Fensham, P. J. (2009). Real world contexts in PISA science: Implications for context‐based science education. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(8), 884-896.https://doi.org/10.1002/tea.20334
  26. Forbes, C. T., Neumann, K., & Schiepe-Tiska, A. (2020). Patterns of inquiry-based science instruction and student science achievement in PISA 2015. International Journal of Science Education, 42(5), 783-806. https://doi.org/10.1080/09500693.2020.1730017
  27. Gilbert, J. K., Bulte, A. M., & Pilot, A. (2011). Concept development and transfer in context‐based science education. International Journal of Science Education, 33(6), 817-837.https://doi.org/10.1080/09500693.2010.493185
  28. Gökdemir, H. (2020). Investigating PISA science literacy competencies of science teacher candidates. Master's Thesis, Hacettepe University Institute of Educational Sciences, Ankara.
  29. Gürbüz, M. Ç. (2014). The Effect of PISA Mathematical Literacy Teaching on Writing PISA Questions and Mathematical Literacy. Master's Thesis, Institute of Educational Sciences, Uludağ University, Bursa.
  30. Güth, F., & Van Vorst, H. (2023, July). Context-based learning as a method for differentiated instruction in chemistry education. In Fostering Scientific Citizenship in an Uncertain World: Selected Papers from the ESERA 2021 Conference (pp. 153-169). Cham: Springer International Publishing.
  31. Hadiprayitno, G., Raksun, A., Artayasa, I. P., & Sukri, A. (2024). Developing Context-Based Teaching Materials and their Effects on Students' Scientific Literacy Skills. Pegem Journal of Education and Instruction, 14(1), 226-233. https://doi.org/10.47750/pegegog.14.01.25
  32. Herranen, J., & Aksela, M. (2019). Student-question-based inquiry in science education. Studies in Science Education, 55(1), 1-36. https://doi.org/10.1080/03057267.2019.1658059
  33. Herranen, J., Kousa, P., Fooladi, E., & Aksela, M. (2019). Inquiry as a context-based practice–a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching. International journal of science education, 41(14), 1977-1998.https://doi.org/10.1080/09500693.2019.1655679
  34. Holbrook, J. (2008). Introduction to the Special Issue of Science Education International Devoted to PARSEL. Science Education International, 19(3).
  35. İlhan, N., & Hoşgören, G. (2017). Developing of Context Based Achievement Test towards Science: Acids and Bases. Journal of Science Education, 5(2), 87-110.
  36. İşeri, A. (2019). International PISA Competencies and the Curriculum Outcomes in Türkiye. Mersin University Journal of the Faculty of Education, 15(2), 392-418. http://doi.org/10.17860/mersinefd.537194
  37. Kara, E., & Dönel Akgül, G. (2023). The impact of life-based learning on students’ achievement and permanence of information. International Anatolian Journal of Social Sciences, 7(4), 906-922. https://doi.org/10.47525/ulasbid.1328553
  38. King, D. T., & Ritchie, S. M. (2013). Academic success in context-based chemistry: Demonstrating fluid transitions between concepts and context. International Journal of Science Education, 35(7), 1159-1182.https://doi.org/10.1080/09500693.2013.774508
  39. King, D., & Henderson, S. (2018). Context-based learning in the middle years: achieving resonance between the real-world field and environmental science concepts. International Journal of science education, 40(10), 1221-1238.https://doi.org/10.1080/09500693.2018.1470352
  40. Kömürcü, A.S., & Yenilmez-Türkoğlu, A. (2022). Examining the tasks in science textbooks in terms of levels of proficiency for scientific literacy defined in PISA.Bolu Abant Izzet Baysal University Journal of Faculty of Education, 22(3), 1000-1024. https://dx.doi.org/10.17240/aibuefd.2022.-1004141
  41. Kurbanoğlu, N. İ., & Nefes, F. K. (2015). Effect of context-based questions on secondary school students’ test anxiety and science attitude. Journal of Baltic Science Education, 14(2), 216.
  42. Mete, P., & Yıldırım, A. (2016). Views of Teaching Staff About Application in Chemistry Classes of Context-Based Learning Method. Bayburt Faculty of Education Journal, 11(1), 100-116.
  43. Ministry of National Education [MoNE] (2016). PISA 2015 National Report. Republic of Turkey Ministry of National Education, Department of Educational Research and Development, Ankara. https://odsgm.meb.gov.tr/meb_iys_dosyalar/2023_10/09155512_PISA_2015.pdf
  44. Ministry of National Education [MEB]. (2019). PISA 2018 Turkey preliminary report. Ankara: Ministry of National Education. https://pisa.meb.gov.tr/meb_iys_dosyalar/2023_05/15170226_PISA_2018_Turkiye_On_Raporu.pdf
  45. Ministry of National Education [MEB]. (2022). PISA 2022 Turkey preliminary report. Ankara: Ministry of National Education. https://pisa.meb.gov.tr/meb_iys_dosyalar/2024_03/21120745_26152640_pisa2022_rapor.pdf
  46. Ministry of National Education [MEB]. (2024). Turkey Century Education Model (TYMM) joint text. Presidency of the Board of Education and Training, Ankara. https://tymm.meb.gov.tr/upload/brosur/2024programortakmetinOnayli.pdf
  47. Nasırlıel, E., & Ünal, C. (2021). The Process of Solving the Context-Based Pressure Questions of 8th Grade Students. Anadolu Journal of Educational Sciences International, 11(1), 340-366. https://doi.org/10.18039/ajesi.751400
  48. Oliver, M., McConney, A., & Woods-McConney, A. (2021). The efficacy of inquiry-based instruction in science: A comparative analysis of six countries using PISA 2015. Research in Science education, 51(Suppl 2), 595-616. https://doi.org/10.1007/s11165-019-09901-0
  49. Overman, M., Vermunt, J. D., Meijer, P. C., Bulte, A. M., & Brekelmans, M. (2014). Students' perceptions of teaching in context-based and traditional chemistry classrooms: Comparing content, learning activities, and interpersonal perspectives. International Journal of Science Education, 36(11), 1871-1901. https://doi.org/10.1080/09500693.2013.880004
  50. Pilot, A., & Bulte, A. M. (2006). Why do you “need to know”? Context‐based education. https://doi.org/10.1080/09500690600702462
  51. Podschuweit, S., & Bernholt, S. (2018). Composition-effects of context-based learning opportunities on students’ understanding of energy. Research in Science Education, 48, 717-752. https://doi.org/10.1007/s11165-016-9585-z
  52. Sak, M.(2018). Comparing elementary school students' answers to the context-based and traditional questions in the topic of light. Master's Thesis, Kocaeli University Institute of Science, Kocaeli.
  53. Sak, M., ve Kaltakçı Gürel, D. (2019). Comparing elementary school students’ answers to the context-based and traditional questions in the topic of light with developed achievement tests. Gazi University Gazi Faculty of Education Journal, 39(2), 655-679.
  54. Srinivasa, K. G., Kurni, M., & Saritha, K. (2022). Context-Based Learning. In Learning, teaching, and assessment methods for contemporary learners: Pedagogy for the digital generation (pp. 87-115). Singapore: Springer Nature Singapore.
  55. Şahin, Ö., & Başgül, M. (2018). Examining PISA problem posing skills of prospective mathematics teachers. International Journal of Field Education, 4(2), 128-148. https://doi.org/10.32570/ijofe.483163
  56. Şan, S., & İlhan, N. (2022). Theoretical and conceptual framework for science course skill-based questions (next generation). Inonu University Journal of the Graduate School of Education, 9(17), 17-36. https://doi.org/10.29129/inujgse.1089655
  57. Tariq, S., & Saeed, M. (2021). Effect of context-based teaching on grade VIII students’ academic achievement and intrinsic motivation in science. Pakistan Journal of Educational Research and Evaluation (PJERE), 9(1), 1-23.
  58. Teig, N., Scherer, R., & Olsen, R. V. (2022). A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA. International Journal of Science Education, 44(12), 2035-2058. https://doi.org/10.1080/09500693.2022.2109075
  59. Tolppanen, S., Jäppinen, I., Kärkkäinen, S., Salonen, A., & Keinonen, T. (2019). Relevance of life-cycle assessment in context-based science education: A case study in lower secondary school. Sustainability, 11(21), 5877. https://doi.org/10.3390/su11215877
  60. Trimmer, W., Laracy, K., & Love-Gray, M. (2009). Seeing the bigger picture through context-based learning. Good Practice Publication Grant e-Book.
  61. Tsadik Getu, G., kidan Mebrahitu, G., & Yohannes, G. (2024). Effects of Context-Based Teaching Chemistry on Students' Achievement: A Systematic Review. Jurnal Pijar Mipa, 19(2), 190-197. https://doi.org/10.29303/jpm.v19i2.6458
  62. Tuna, S., & Seçkin Kapucu, M. (2022). Analysis of high school entrance exam (LGS) questions in terms of PISA scientific literacy. Journal of STEAM Education, 5(1), 31-54.
  63. Ülger, B.B., Ar, M.E., & Sarıoğlu, S. (2022). Examining the questions asked in written exams by science teachers participating in context-based question writing training. Western Anatolian Journal of Educational Sciences, 13(1), 335-353. https://doi.org/10.51460/baebd.804810
  64. Ünal, M. (2019). Comparison of the characteristics of PISA exams with the exam questions prepared by science teachers: A model proposal for disseminating the PISA culture. Master's Thesis, Institute of Educational Sciences, Uludağ University, Bursa.
  65. Vos, M. A. J., Taconis, R., Jochems, W. M., & Pilot, A. (2011). Classroom implementation of context‐based chemistry education by teachers: The relation between experiences of teachers and the design of materials. International Journal of Science Education, 33(10), 1407-1432.https://doi.org/10.1080/09500693.2010.511659
  66. Walan, Mc Ewen & Gericke (2016).Enhancing primary science: an exploration of teachers’ own ideas of solutions to challenges in inquiry-and context-based teaching. Education 3-13, 44(1), 81-92.https://doi.org/10.1080/03004279.2015.1092456
  67. Yetişir, M. İ., Batı, K., Kahyaoğlu, M., & Birel, F. K. (2018). Investigation of the relation of disadvantaged students to affective characteristics of scientific literacy performances. Ankara University Journal of Faculty of Educational Sciences, 51(1), 143-158. http://dx.doi.org/10.30964/auebfd.405014
  68. Yıldırım, T. (2020). The analysis of chemistry teachers’ exam questions in regards to the revised bloom’s taxonomy and their comparison with ÖSYM questions. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 50, 449-467. https://doi.org/10.9779/pauefd.585602
  69. Kömürcü, A.S., & Yenilmez-Türkoğlu, A. (2022). Examining the tasks in science textbooks in terms of levels of proficiency for scientific literacy defined in PISA.Bolu Abant Izzet Baysal University Journal of Faculty of Education, 22(3), 1000-1024. https://dx.doi.org/10.17240/aibuefd.2022.-1004141
  70. Tuna, S., & Seçkin Kapucu, M. (2022). Analysis of high school entrance exam (LGS) questions in terms of PISA scientific literacy. Journal of STEAM Education, 5(1), 31-54.