Akademik Veri Yönetim Sistemi
14th International Baskent Congress on Social, Humanities, Administrative, and Educational Sciences, Ankara, Türkiye, 12 - 14 Aralık 2024, ss.1140-1150, (Tam Metin Bildiri)
As a result of events such as technological developments, social changes, and new idea movements, the individuals targeted to be raised in societies, and the skills and knowledge they are thought to have been changing. It is important to raise individuals who can adapt to global developments, conduct research, look critically, understand and comprehend the theoretical information given to them, and create new knowledge by making associations between this information when needed in daily life. Science education is one of the processes used to acquire such skills in schools. The Ministry of National Education has revised the education system to cultivate and assess the acquisition of these skills. One of these changes is skill-based questions, which are also defined as new-generation questions. Skill-based questions, also defined as new-generation questions, have been used in the High School Entrance System since 2018. Skill-based questions preferred in international exams are used in LGS. The aim of this study is to examine the attitudes and opinions of pre-service science teachers about the new-generation questions used in LGS. This study also gives an idea about the extent to which pre-service science teachers have adapted to the changes made in the examination system. In this study, the survey model, one of the quantitative research methods, was preferred as the research model. In the study, 108 pre-service science teachers studying at a state university were selected as the sample group. Two different data collection tools were used in the study. As the first data collection tool, the 17-item attitude scale for new generation mathematics questions, the validity and reliability study of which was conducted by Kilcan (2021), was used. In this scale, the word belonging to the mathematics branch was replaced with the word science. As the second data collection tool, a test including the pre-service science teachers' opinions about which of the science teaching subjects they liked more, their opinions about the difficulty and ease levels of LGS questions in each learning area, and the science exam questions in LGS were used. Based on the obtained findings, it was determined that the teacher candidates found the most difficult questions in the LGS science test to be those related to the “Living Beings and Life” learning area, the easiest questions to be those in the “Physical Events” learning area, and the questions of medium difficulty to correspond to the “Earth and Universe” learning area. When examining the LGS net averages, it was concluded that the candidates’ scores showed variability, and there was no teacher candidate who answered all questions correctly. It has been determined that there is no significant difference between the attitude scores towards new generation questions and the gender, academic averages, and education levels of the candidates' parents. Additionally, it has been concluded that a significant positive difference exists between teacher candidates' success and their attitudes toward new-generation questions.