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The Opinions of Science Teachers on the Weaknesses and Strengths of LGS and TEOG Systems (The Case of Kars Province)

Sciprofile linkEmine Hatun Diken
Published: 1 May 2020
Journal of Curriculum and Teaching , Volume 9; doi:10.5430/jct.v9n2p20

Abstract: This study aims to determine the opinions of science teachers working in secondary schools in Kars province of Turkey regarding the comparison of the High School Entrance Exam (LGS) which is currently being applied in Turkey and the transition from primary to secondary education (TEOG) which was applied in Turkey before this exam system. The study was conducted with a screening model and data was collected through structured questions. The study group consists of 48 Science Teachers, who have teaching experience “1-10, 10-20 and over 20 years”, working in 13 different secondary schools in Kars. The main categories were tried to be determined using explanatory and inferential codes that appeared in the analysis of forms for teachers' views. As a result of the research, it was found that most science teachers expressed the opinion that it was not necessary to abolish the TEOG and enact the LGS, and that the TEOG exam served its purpose better than the LGS. Again, as a result of the research, it was found that science teachers who thought that TEOG was a stronger test than LGS expressed the opinion that TEOG should be more systematic, process-oriented, be compensated, have more impact on written exams in school, and that the exam should be a process-oriented exam spanning two semesters. It was determined that science teachers who thought that LGS was a stronger test than TEOG had expressed the opinion that LGS was a highly distinguishable test and that LGS questions were questions based on high-level thinking, high selectivity, based on interpretation, requiring knowledge, far from recitation, covering all subjects.
Keywords: Turkey / schools / opinion / science teachers / structured / Exam / LGS / Teog

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