Browsing by Author "Gönen, S."

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Analysis of Turkish High-School Physics-Examination Questions According To Bloom's Taxonomy
(2010) Kocakaya, S.; Gönen, S.
The purpose of this study was to analyse and compare the physics questions of the university entrance exam (OSS) with those asked at exams at different schools in Turkey in terms of the levels of cognitive domain of Bloom's Taxonomy. The study was carried out in four types of high schools (student age: 14-17): 'Ordinary', 'Vocational, 'Anatolian'and 'Science' from Diyarbakir, with 19 physics teachers. It was found that 72.5 per cent of the questions were of the lower-order cognitive skills (LOCS) type. Statistical tests showed that the question types were related to school type (P<0.001). On the other hand, about half of the questions asked in the university entrance examination (OSS) were of the higher-order cognitive skills (HOCS) type 50.9 percent and of the lower-order cognitive skills (LOCS) 49.1 per cent. This contradiction causes a problem between the assessment at high school and that at the OSS. © 2010 HKIEd APFSLT.
Effects of Demographic and Affective Characteristics on Physics Achievement: a Structural Equation Modeling Approach
(2013) Kocakaya, S.; Gönen, S.
In this study the process of how socioeconomic status, specifically parents' education, income and students' prior learning affect the children's academic achievement and affective characteristics (attitude and self-efficacy) were examined. The study was performed on 205 17-18-year-old students. Parents' years of schooling was also found to be statistically important as socioeconomic factor to be considered in both policy and research on school-age children. It is found that parents' education and students' prior learning have direct effect on achievement and affective characteristics. On the other hand, family income has indirect effect on achievement and affective characteristics through student prior learning.