A critical perspective in terms of SOLO taxonomy for reading outcomes in mother-tongue teaching curriculums (1981, 2006 and 2019) in Turkey
Abstract
Reading skill is important to improve children’s higher order thinking skills. But PISA reading results show that children in Turkey are not sufficient for this skill. That’s why, this study aimed to investigate the cognitive levels of reading outcomes included in Turkish course curriculum in terms of The Structure of Observed Learning Outcomes (SOLO) taxonomy related to PISA reading competencies. The learning outcomes that constitute the data source of the research were taken from the secondary school Turkish language course curriculum published by Teaching and Education Board of the Ministry of National Education in 1981, 2006 and 2019. After completing a document analysis on the reading outcomes, the data obtained were evaluated with descriptive content analysis. The results showed that relational level stands out in terms of percentage of reading outcomes, and this level is mostly in the 2019 curriculum. While uni-structural level has been decreasing over the years, relational and extended abstract level have increased. Even if extended abstract cognitive level has increased over the years, it is still one of the least levels in the curriculums. When subskills of reading are compared, the most widely used is reading comprehension theme. As a result of the study, it was concluded that there is a need to be handled in a coordinated manner in the reading outcomes of the curriculums in terms of cognitive skills and reading subskills.
Keywords
Full Text:
PDFReferences
Applebee, A.N. (1978). The child’s concept of story: ages two to seventeen. Chicago: Chicago University Press.
Arı, A. (2013). Revised Bloom, SOLO, Fink, Dettmer taxonomies in cognitive area classification and their international recognition cases. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6(2), 259-290.
Batur, Z, & Alevli, O. (2014). An examination of reading skills course in terms of PISA reading comprehension competencies. Research in Reading & Writing Instruction, 2(1), 22-30.
Batur, Z. & Ulutas, M. (2013). An analyze of the correspondence levels between Turkish reading proficiency objectives and the PISA scale. International Journal of Social Science, 6(2), 1549-1563.
Biggs, J.B. & Collis, K.F. (1982). Evaluating the quality of learning- the SOLO taxonomy (structure of the observed learning outcome). New York: Academic Press.
Biggs, J. & Tang, C. (2007). Teaching for quality learning at university. Maidenhead: Open University Press.
Bozkurt, B. Ü. (2016). A report on reading instruction in Turkey: implications from PISA scale. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16 (4), 1673-1686.
Brabrand, C. & Dahl, B. (2009). Using the SOLO taxonomy to analyze competence progression of university science curricula. High Education, 58, 531–549. DOI: 10.1007/s10734-009-9210-4
Britton, J. (1968). Response to literature. In J.R. Squire (ed.), The Dartmouth seminar papers: response to literature (pp. 3-10). Champaign, Illinois: National Council of Teachers of English.
Burnett, P. C. (1999). Assessing the structure of learning outcomes from counseling using the SOLO taxonomy: an exploratory study. British Journal of Guidance & Counselling, 27(4), 567-580. DOI: 10.1080/03069889908256291
Cin Åžeker, Z. (2020). Attitudes of Turkish teacher candidates towards discussion. Journal of Language and Linguistic Studies, 16(2), 993-1005. Doi: 10.17263/jlls.759355
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2th Ed.). USA: SAGE Publications.
Decano, R.S. (2017). Cognitive development of college students and their achievement in geometry: an evaluation using Piaget’s theory and Van Hiele’s levels of thinking. ISTEL-Winter Bangkok, Thailand- 24-26 January 2017, 3(1), pp.55-79. Taipei: International Business Academics Consortium.
Fusco, E.T. (1983). The relationshıp between children's cognitive level of development and their responses to literature (schema, reasonıng, taxonomy). Unpublished doctoral dissertation. Hofstra University, New York.
Gezer, M. & Ä°lhan, M. (2014). An evaluation of the assessment questions in the textbook and objectives of the 8th-grade curriculum citizenship and democracy education course according to SOLO taxonomy. Dogu Cografya Dergisi, 19(32), 193-208.
Gezer, M. & İlhan, M. (2015). An analyzing of the assessment questions in the textbook and objectives of the curriculum social studies course according to the SOLO taxonomy. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 29, 1-25.
Göçer, A. & Kurt, A. (2016). Turkish course education programme, 6, 7, and 8th class verbal communication gains examining according to the SOLO taxonomy. Journal of Bitlis Eren University Institute of Social Sciences, 5 (December), 215-228.
Hanedar, R.F. (2011). Book reading habits of students in 8th grade and research on the reading comprehension skills. Unpublished master’s thesis. Dokuz Eylul University, Education Sciences Institute, Izmir.
Hattie, J.A.C. & Brown, G.T.L. (2004, September). Cognitive processes in asTTle: The SOLO taxonomy. asTTle Technical Report 43. University of Auckland/ Ministry of Education.
Hook, P. (2012). Teaching and learning: tales from the ampersand. In L.Rowan & C. Bigum (Eds.). Transformative approaches to new technologies and student diversity in futures-oriented classrooms (pp.115-138). Dordrecht: Springer.
İlhan, M. & Gezer, M. (2017). Comparison of the reliability of the SOLO- and revised Bloom's taxonomy-based classifications in the analysis of the cognitive levels of assessment questions. Pegem Eğitim ve Öğretim Dergisi, 7(4), 637-662. DOI: 10.14527/pegegog.2017.023
Karadag, Ö., & Tekercioglu, H. (2019). A Case Study on Cognitive and Metacognitive Functions in Turkish Textbooks. Mersin University Journal of the Faculty of Education, 15(3), 628-646. DOI: 10.17860/mersinefd.594240
Korkmaz, F., & Ãœnsal, S. (2017). Analysis of attainments and evaluation questions in sociology curriculum according to the SOLO taxonomy. Eurasian Journal of Educational Research, 69 (2017), 75-92. DOI: 10.14689/ejer.2017.69.5
Kurnaz, H. (2018). Factors that affect reading comprehension in expository texts. Unpublished doctoral dissertation. Inonu University, Education Sciences Institute, Malatya.
Langer, J. A. (1984). Literacy instruction in American schools: Problems and perspectives. American Journal of Education, 93(1), 107-132. DOI: 10.1086/443788
Li, J., Gao, L., & Cao, Q. (2011). A comparative study of the levels of SOLO and the levels of appraisal grades of PISA. Curriculum, Teaching Material and Method, 31(4), 91-96.
Meagher-Lundberg, P., & Brown, G. T. L. (2001). Item signature study: Report on the characteristics of reading texts and items from calibration 1. (Technical Report No. 12). Auckland, NZ: University of Auckland, Project asTTle.
MoNE (1981). Turkish language curriculum for primary education. Ankara: Republic of Turkey Ministry of Education.
MoNE (2005). PISA 2003 project national final report. Ankara: Republic of Turkey Ministry of Education. Retrieved on May 6, 2020, from http://pisa.meb.gov.tr/wp-content/uploads/2013/07/PISA-2003-Ulusal-Nihai-Rapor.pdf
MoNE (2006). Turkish language curriculum for primary education (6-8th grades). Ankara: Republic of Turkey Ministry of Education.
MoNE (2010a). PISA 2006 project national final report. Ankara: Ankara: Republic of Turkey Ministry of Education. Retrieved on May 6, 2020, from http://pisa.meb.gov.tr/wp-content/uploads/2013/07/PISA2006-Ulusal-Nihai-Rapor.pdf
MoNE (2010b). PISA 2009 national preliminary report. Ankara: Ankara: Republic of Turkey Ministry of Education. Retrieved on May 6, 2020, from http://pisa.meb.gov.tr/wp-content/uploads/2013/07/PISA-2009-Ulusal-On-Rapor.pdf
MoNE (2015). PISA 2012 survey national final report. Ankara: Republic of Turkey Ministry of Education. Retrieved on May 5, 2020, from https://drive.google.com/file/d/0B2wxMX5xMcnhaGtnV2x6YWsyY2c/view
MoNE (2016). PISA 2015 national report. Ankara: Ankara: Republic of Turkey Ministry of Education. Retrieved on May 5, 2020, from http://odsgm.meb.gov.tr/test/analizler/docs/PISA/PISA2015_Ulusal_Rapor.pdf
MoNE (2019). Turkish language curriculum (elementary and middle school 1-8th grades. Ankara: Republic of Turkey Ministry of Education.
MoNE (2019). PISA 2018 national preliminary report. Ankara: Republic of Turkey Ministry of Education. Retrieved on May 5, 2020, from http://www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_PISA_2018_Turkiye_On_Raporu.pdf
Ozdemir, B. (2021). Investigation of the objectives in the Turkish course curriculum in terms of including critical thinking skills. Journal of Language and Linguistic Studies, 17(Special Issue 2), 735-751.
Palani, K.K. (2012). Promoting reading habits and creating a literate society. Journal of Arts, Science & Commerce, 2(1), 90-94.
Potter, M., & Kustra, E. (2012). A primer on learning outcomes and the SOLO taxonomy. Centre for Teaching and Learning, University of Windsor. Retrieved on October 26, 2020 from http://www.uwindsor.ca/ctl/sites/uwindsor.ca.ctl/files/primer-on-learningoutcomes .pdf
Rembach & Dison (2016). Transforming taxonomies into rubrics: Using SOLO in Social Science Perspectives in Education. Perspectives in Education, 34(1), 68-83. DOI: http://dx.doi. org/10.18820/2519593X/pie. v34i1.6
Rosyida, F., & Ghufron, M.A. (2018). Herringbone and tri focus Steve Snyder technique: The techniques for teaching reading comprehension viewed from students’ reading habit. International Journal of Instruction, 11(3), 603-616.
Senemoğlu, N. (2012). Gelişim, öğrenme ve öğretim- kuramdan uygulamaya [Development, learning and teaching - from theory to practice]. Ankara: Pegem Akademi.
Strike, K. A. & Posner, G. J. (1985). A conceptual change view of learning and understanding. In L. H. T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 211–231). Academic Press: New York.
Yin, R.K. (2003). Case study research: design and methods. (3th Ed.). California: Sage Publications.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies