Ortaokul Matematik Dersi Öğretim Programı Kazanımlarının TIMSS-2019 Bilişsel Alan Becerisine Göre Analizi

Bu çalışmada 2018 ortaokul matematik öğretim programında yer alan kazanımların TIMSS-2019 bilişsel alan becerilerine göre nitel araştırma yöntemi ve doküman analizi kullanılarak analiz edilmesi amaçlanmıştır. Araştırmada Talim Terbiye Kurulu Başkanlığı tarafından yayınlanan Ortaokul (5., 6., 7., 8. Sınıflar) Matematik Öğretim Programında yer alan toplam 215 kazanım ifadesi TIMSS bilişsel alan becerileri dikkate alınarak öğrenme alanlarına ve sınıf düzeyine göre değerlendirilmiştir. Müfredatta yer alan bazı kazanım ifadeleri birden fazla düzey içerdiğinden 268 kazanım ifadesi kategorize edilmiştir. Araştırmadan elde edilen bulgulara göre tüm kazanımların yaklaşık %28'i bilme, %48'i uygulama ve %24'ü muhakeme bilişsel alanlarındadır. Bilmenin bilişsel alanı en çok 5. sınıf kazanımlarında görülmektedir. Uygulama alanı en çok 7. sınıfta görülmektedir. Muhakeme alanı 8. sınıfta en yüksek, en düşük ise 5. sınıfta görülmektedir. Dikkat çekici bir şekilde, öğrenme çıktılarının bilişsel özelliklerinin öğrenme alanlarına göre dağılımında tüm öğrenme alanları içinde en çok uygulama bilişsel alanına yer verilmektedir. Akıl yürütmenin bilişsel alanı en yüksek oranda veri işleme öğrenme alanında yer alırken; bilmenin bilişsel alanı çoğunlukla sayıların ve işlemlerin öğrenme alanında yer alır.

Anahtar Kelimeler:

TIMSS 2019, bilişsel alan, matematik dersi öğretim programı

Analysis of Secondary School Mathematics Curriculum Learning Outcomes by TIMSS-2019 Cognitive Domain Skills

This study aimed to analyze the learning outcomes in the 2018 secondary school mathematics curriculum according to TIMSS-2019 cognitive domain skills by using qualitative research method and document analysis. The study evaluated a total of 215 learning outcome statements in the Secondary School (5th, 6th, 7th, 8th Grades) Mathematics Curriculum published by the Board of Education and Discipline according to learning domains and grade level, taking into account TIMSS cognitive domain skills. Since some of the learning outcome statements in the curriculum contain more than one level, 268 outcome statements were categorized. According to the findings obtained from the research, approximately 28% of all learning outcome are in knowing, 48% in applying, and 24% in reasoning cognitive domains. The cognitive domain of knowing is mostly observed in the 5th grade learning outcomes. The applying domain is mostly observed in the 7th grade. The reasoning domain is observed at the highest rate in the 8th grade while it is observed with the lowest rate in the 5th grade. Remarkably, the applying cognitive domain is included the most in all learning domains in the distribution of the cognitive characteristics of the learning outcomes based on the learning domains. While the cognitive domain of reasoning takes place in the data processing learning domain at the highest rate; the cognitive domain of knowing is mostly located in the learning domain of numbers and operations.

Keywords:

Secondary school curriculum secondary school mathematics course, cognitive domain skills, TIMSS.,

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