Cumhuriyet Uluslararası Eğitim Dergisi

Öz

This research aims to reveal the relationship between Secondary Education psychology,
sociology and logic courses curriculum and UPE (Undergraduate Placement Exam, LYS)
questions with regard to content validity. Using descriptive methodology the research
compares curriculums of these courses with 41 psychologies, 41 sociology and 40 logic
questions, in total 122 questions, asked in UPE philosophy group test between the years
2010-2013. During the data analysis process of the research, first of all the time period
assigned to each unit within the course curriculums throughout the academic year and
afterwards the frequency distribution and percentages of psychology, sociology and logic
questions asked in 2010-2013 UPE to different units and activities were determined and
analyzed based on the activity categories. According to the data obtained in this research,
while between the years 2010-2012, 10 questions from each field, psychology, sociology and
logic, were asked, in 2013 11, questions from both psychology and sociology were asked.
Between the years 2010-2013, psychology questions in terms of content were mainly related
to Fundamental Process of Psychology unit and Fundamentals of Mental Health unit appears to be
the least represented unit by the psychology questions. It has been seen that questions
related to the sociology course were largely related to Individual and Society unit, the least
number of questions were asked from Social Structure units, half of the logic questions were
asked from Symbolic Logic unit, yet no questions were asked from Logic and Language
unit. According to the findings, with regard to the units and activities of secondary
education psychology, sociology and logic curriculums questions asked in UPE did not
show a homogeneous distribution. Thus, it can be said that activities targeting the intended
gains in the classrooms were not reflected enough in the evaluation process.