Remzi YAVAŞ KINCAL, Duygu BİRBİRİ İLERİTÜRK

The Review of Variables Related to Problem Solving Skills in PISA 2003-2012 of Turkey

Bu çalışmada, 2003 ve 2012 yılı PISA uygulamalarının Türkiye açısından problem çözme becerileri sonuçlarının cinsiyet, eğitim programı ve okul türüne göre değerlendirilmesi amaçlanmaktadır. Bu amaç doğrultusunda nitel bir yapıya sahip bu araştırmada doküman incelemesi yöntemi kullanılarak veriler analiz edilmiştir. Araştırma içerisinde OECD ve MEB tarafından yayımlanan raporlar veri toplama araçları olarak kullanılmış ve verilerin yorumlanmasında bunlara ek olarak 2004 ve 2014 yılları arasında yayımlanan tam erişime açık, yurt içi ve yurt dışı literatürde yer alan makale, tez ve raporlar kullanılmıştır. Elde edilen verilere göre Türkiye'nin her iki yıla ait uygulama arasında alınan başarı puanı ve başarı sıralamasında pozitif yönde farklılık bulunmakla birlikte bulunduğu yeterlik düzeyi açısından herhangi bir değişiklik görülmemektedir. Araştırmada elde edilen bulgular cinsiyet, okul türü ve 1995 ve 2004 yılı eğitim programlarına göre değerlendirilmiştir. Araştırmadan elde edilen sonuçlara göre her iki yıla ait uygulama arasında alınan başarı puanı ve başarı sıralamasında bir farklılık bulunmakla birlikte bulunduğu yeterlik düzeyi açısından herhangi bir değişiklik görülmemektedir. Araştırma değişkenleri açısından sonuçlar incelendiğinde, PISA 2003'te en fazla başarı gösteren okul türü fen liseleri olurken; PISA 2012 problem çözme becerileri sınav sonuçlarına göre diğer alanlara oranla meslek liselerinden katılan öğrencilerin bu alanda daha başarılı oldukları görülmüştür. PISA 2003 ve 2012'de problem çözme becerilerinde erkek öğrenciler kız öğrencilere göre daha başarılıdır, fakat aralarında istatistiksel açıdan anlamlı bir fark olmadığı görülmektedir

PISA 2003 ve 2012 Problem Çözme Becerileri Sonuçlarının Türkiye Açısından İncelenmesi

This study is aimed to review the results of problem solving skills test in PISA of Turkey in terms of gender, curriculum and types of school. The data was analyzed by the means of document analysis method in this study which has a qualitative descriptive research design. The reports published by OECD and MEB were used as data collection instruments, and also articles, master thesis and dissertations and reports, which have open access and are published in national and foreign literature in 2004-2014, were used to interpret in these data in the study. According to findings, Turkey has been located at the proficiency level 2 in both PISA 2003 and 2012 in terms of mathematical literacy, and moreover there is a difference between the score point and ranking of success but any development has been not seen on proficiency level. The findings in the study are evaluated according to gender, types of school and curriculum published in 1995 and 2004. According to the results of the study, both PISA 2003 and 2012 is seen to have difference in score and ranking, there is no difference at the proficiency levels. When the results is analyzed in terms of variables of the study, the most successful school type in PISA 2003 is science high school while the students from vocational high school are more successful in problem solving than the other field in PISA 2012. Male students have been more successful than female students in both PISA 2003 and 2012, but it has been showed that there is no a significant difference statistically between them

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