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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.
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    Investigation of the effects of scorm adapted whiteboard movie techniques on students' success in physics classes
    (2012) Basaran B.; Gönen S.
    In this study, a web site including instructional materials such as white sheet videos, simulations, and animations and problem solving materials such as true-false questions, fill-in-the-blanks, puzzles, open-ended and multiple-choice questions regarding such important physics units as "Force" and "Movement" was designed. The purpose was to investigate not only the effects of this web page on students' success in physics class but also the effects on their accomplishment levels of the objectives planned at the beginning of the class. An experimental design which included pre- and post-tests was used to measure the expected effects in this study. This study was conducted with 139 high school students (76 in the experimental group and 63 in the control group) in the academic year of 2008-2009. As a result of the analysis of the data collected, it was found out that there were statistically significant differences between both students' scores in the physics achievement test and their scores obtained from the check list of the students' gains in favour of experimental group (P<0.05). Analysis of the interviews held with 19 volunteering students demonstrated that although there were some technical problems experienced, the web site prepared helped the students learn the selected subjects. © 2012 HKIEd APFSLT.