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    The Analysis of Chemistry Teachers Exam Questions in Regards to the Revised Bloom's Taxonomy and Their Comparison with OSYM Questions
    (Dergipark Akad, 2020) Yildirim, Tamer
    The aim of this study is to analyze the exam questions prepared by chemistry teachers in accordance with the Revised Bloom's Taxonomy and to compare the cognitive levels assessed by the questions of the chemistry teachers in the study with the cognitive levels assessed by university entrance exam questions. The study is conducted using document analysis, which one of the qualitative research methods. The data consist of the exam questions (787 in total) prepared by chemistry teachers working in 5 different high schools in the center of Artvin province during the 2018-2019 educational year and chemistry questions in university entrance examination tests (207) within the course of 6 year period (2014-2019). The findings of the study suggest that in terms of cognitive processes dimension, nearly all of the questions of the chemistry teachers (%98) are in the lower cognitive process level and the students are asked from remembering, understanding and applying levels. In terms of knowledge dimension, it is found that that chemistry teachers mostly ask questions at the level of conceptual knowledge. When a comparison is made between the questions of university entrance exam questions and the questions asked by the chemistry teachers, we can see that university entrance exam questions mostly concentrate on conceptual knowledge questions whereas the questions of the chemistry teachers mostly concentrate on factual questions. Procedural knowledge questions are found to be at the same level in both groups. Metacognitive ability questions are never asked by both chemistry teachers and by the Student Selection and Placement Center. In regards to the cognitive processes dimension, it can be concluded the chemistry teachers ask more questions based on remembrance in written exams whereas in university entrance examinations, questions in understanding, applying and analysis levels are used more frequently.
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    Trends in PhD Theses in Turkish Chemistry Education (1999-2019)
    (Ani Yayincilik, 2020) Yildirim, Tamer
    Purpose: This study analyzes the content of doctoral theses completed in chemistry education within the last two decades (1999-2019) after the restructuring of education faculties in Turkey. This study examines the doctoral dissertations completed in chemistry education in 1999-2019 concerning their year of publication, university, objective, research design, sample properties, data collection tools and data analysis methods. Research Methods: This study was conducted using the qualitative research method of document review. The documents analyzed as part of this study were PhD theses completed in chemistry education in Turkey in 1999-2019. The theses were subjected to descriptive content analysis. Findings: The findings obtained in this study showed that the number of theses began to increase in 2001 and reached its peak in 2012, before beginning to taper off in the following years. The Middle East Technical University published the highest number of theses. It was observed that most theses concerned the development and implementation of a teaching method. Quasi-experimental designs featured prominently as a research method, with most samples comprising high-school-level study groups. Although examples of quantitative research were more on the whole, in recent years, there was a higher number of studies based on mixed and qualitative research. Interviews and concept testing/ achievement tests were frequently observed as data collection tools, while inferential and descriptive statistics were predominantly brought to bear as data analysis methods. Implications for Research and Practice: This findings obtained in this study suggest that more emphasis should be placed on graduate courses that teach research methods, incorporating more practice sessions because the research methods used in the theses were not specified appropriately by the researchers. There is also a need, in keeping with international trends, to focus more on mixed method research, and to increase the number of qualitative studies, which do a better job of exploring educational environments naturally. (C) 2020 Ani Publishing Ltd. All rights reserved