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Science Teachers' Perceptions and Cognitive Structures About Skill-Based Questions.
1Faculty of Education, Inonu University, Battalgazi 44280, Türkiye.
Behavioral Sciences (Basel, Switzerland)
|October 29, 2025
Summary
Turkish science teachers have limited understanding of skill-based questions (SBQs), impacting their effective use in assessments. Enhanced training and clearer guidelines are crucial for aligning teaching with international standards.
Area of Science:
- Educational Assessment
- Science Education
Background:
- Skill-based questions (SBQs) are designed to evaluate higher-order cognitive skills like critical thinking and problem-solving.
- International assessments such as PISA and TIMSS utilize SBQs to gauge student capabilities.
Purpose of the Study:
- To investigate Turkish science teachers' perceptions and understanding of skill-based questions (SBQs).
- To identify teachers' conceptual frameworks and attitudes towards SBQs.
Main Methods:
- The Word Association Test (WAT) was employed to gather data on teachers' views.
- Statistical analyses were conducted to examine teachers' cognitive structures related to SBQs.
Main Results:
- Teachers frequently associated SBQs with 'cognitive based' and 'culturally context consistency'.
- Mixed perceptions were observed, including concerns about alignment with international standards, validity, and student stress.
- Statistical findings indicated a lack of integration in teachers' cognitive structures, suggesting confusion.
Conclusions:
- There is a significant need for improved teacher training and clearer guidelines regarding SBQs.
- Addressing the disconnect between educational policy and practical implementation is essential.
- Supporting teachers is vital for the effective utilization of SBQs and advancing educational assessment reforms.
Keywords:
cognitive structureseducational assessmentskill-based questionsteacher perceptionsword association testMore Related Videos
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