Önceden planlanmış hedeflere ulaşmak için, bireyin davranışlarında istenilir değişiklik meydana getirme süreci şeklinde tanımlanan eğitimde, bu gereğin yerine getirilebilmesi, her şeyden önce bireyin ön şart davranışlarına sahip olmasına bağlıdır. En basit bir davranışın bile belli bir bilgi düzeyine ihtiyacı vardır. Öğrencilerin davranışlarında istenilir değişikliklerin oluşması, sorulan soruların seviyesi ile ilişkilidir. Bu amaçla öğretmenlerimizin sordukları soruların analizini yapmak, öğrencilere hangi seviyede fizik öğrettiklerini anlamak gerekmektedir. Bu çalışmada, Erzurum ilinde bulunan sekiz lise örneklem grubu seçilmiş ve bu liselerde görev yapan 20 fizik öğretmeninin sorduğu 450 adet sorunun seviye analizi, bilişsel gelişime bağlı bir ölçek olan Bloom taksonomisi ile karşılaştırılarak belirlenmiştir. Araştırma Genel, Meslek, Anadolu ve FeIn education, which can be defined as a process of producing the desired behaviorial changes in individuals, first of all individuals should have the pre-requisite behaviours. Even a simple behaviour requires a certain level of knowledge. Embodiment of the desired change in the students\' behaviours is related with the level of the questions asked. For this reason, the questions asked by the physics teachers have to be analized and the level they teach physics has to be found out. In this study, eight high schools in Erzurum have been chosen as subject groups and 450 questions, which have been asked in the exams by 20 physics teachers in these schools, have been analized in comparison with Bloom\'s Taxonomy – a scale in cognitive development. This research has been done in government, vocational, Anatolian and science high schools. It has been seen that there is a meaningful difference of level in the tests examined. In government aBloom taksonomisi, fizik eğitimi, soru analiziBloom s taxonomy, education of physics, question analysis. Tam Metin

In education, which can be defined as a process of producing the desired behaviorial changes in individuals, first of all individuals should have the pre-requisite behaviours. Even a simple behaviour requires a certain level of knowledge. Embodiment of the desired change in the students\' behaviours is related with the level of the questions asked. For this reason, the questions asked by the physics teachers have to be analized and the level they teach physics has to be found out. In this study, eight high schools in Erzurum have been chosen as subject groups and 450 questions, which have been asked in the exams by 20 physics teachers in these schools, have been analized in comparison with Bloom\'s Taxonomy – a scale in cognitive development. This research has been done in government, vocational, Anatolian and science high schools. It has been seen that there is a meaningful difference of level in the tests examined. In government aBloom taksonomisi, fizik eğitimi, soru analiziBloom s taxonomy, education of physics, question analysis. Tam Metin