I noticed that this year's LGS introduced some new question types that were more analytical and interpretation-heavy. The math problems, in particular, were much closer to real-life scenarios. In science, visuals and experiment summaries took up more space. Students need to get used to these types of questions, so we should develop practical methods based on last year's exam data analysis. What do you think about the new question formats you encountered this year? Do these changes give students an advantage or a disadvantage?
What were the new question types in the 2024 LGS?
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The reason LGS has undergone structural changes in recent years is that the Ministry of Education wants to assess not only rote memorization but also students’ analytical thinking and application skills. The paradigm shift in our education system has been a topic of discussion for years, but it really materialized in the 2024 LGS. The “real‑life scenario” questions in math are actually aiming for a PISA‑style assessment—like framing everyday problems when setting up algebraic equations. The pictures and experiment summaries in science focus on visual‑reading ability, which is essentially an effort to create a contemporary student profile that interacts with science.
As for the pros and cons of the change, both exist. The advantage is that students are forced to move away from pure formula memorization and use reasoning—making them better prepared for high school. The downside is that the transition can be painful. Students or teachers accustomed to the old format may struggle to adapt to the new one. That’s where practical methods come in: for example, analyzing last year’s practice exams or TIMSS/PISA samples is genuinely helpful. When presenting “real‑life problems” to students, you need to work with scenarios that capture their interest rather than just academic sources. At least for the students I’ve coached, this approach hasn’t produced bad results.