Analysis of High School Entrance Exam (LGS) Questions in Terms of PISA Scientific Literacy

• Published in: Journal of STEAM Education Vol. 5; no. 1; pp. 31 - 54
• Main Authors: Tuna,Selin, Kapucu,Munise Seçkin
• Format: Journal Article
• Language: English
• Published: Bilim, Teknoloji, Mühendislik, Sanat ve Matematik Eğitim (STEAM) Araştırmaları Derneği 2022
• Subjects: Bilim-Teknoloji; Matematik; Mühendislik; Ankara; Türkiye; PISA; Science Literacy; Document Analysis; High School Entrance Exam (LGS)
• ISSN: 2651-3986

The Ministry of National Education (MEB) abolished the Transition
Examination from Primary Education to Secondary Education (TEOG) in
2017 and replaced it with the High School Entrance Examination (LGS). In
this study, it is aimed to analyze the content of LGS questions applied to
students in the last four years and to evaluate them in terms of PISA science
literacy dimensions. In this context, the study in question is suitable for the
qualitative research paradigm. Content analysis was used in data analysis.
When the contents of the questions in the LGS, the questions related to
content knowledge and scientific explanation of events are examined in 2017-
2018 and 2019-2020, the questions related to the local (national) context are
analyzed in 2019-2020 and 2020-2021, questions related to physical systems
content area are encountered more in 2017-2018 and 2018-2019 years.
However, it was seen that the questions examined by years were mostly at a
medium level in terms of cognitive level. Finally, with the change in the exam
in the Turkish Education System, it is aimed to increase the success of an
exam that measures various skills at the international level, and what can be
improved measures for this are explained in the suggestions section.