2018 YILI ORTAÖĞRETİM KİMYA DERSİ ÖĞRETİM PROGRAMI KAZANIMLARININ ORİJİNAL VE YENİLENMİŞ BLOOM TAKSONOMİSİNE GÖRE İNCELENMESİ (EXAMINATION OF THE 2018 CHEMISTRY CURRICULUM'S LEARNING OUTCOMES ACCORDING TO ORIGINAL AND REVISED BLOOM'S TAXONOMY) (original) (raw)

2019, Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

Abstract: This study aims to analyze the learning outcomes of 2018 Chemistry Curriculum of the Turkish Ministry of Education according to the Original and Revised Bloom’s Taxonomy. A total 127 learning outcomes of 9th, 10th, 11th and 12th grades were analyzed according to cognitive domain levels, knowledge dimensions, and cognitive process dimensions by using the document analysis method. We found that while the number of learning outcomes in the comprehension level of the cognitive domain was high, the number of learning outcomes in the analysis, application, and knowledge levels was low. The number of learning outcomes of the synthesis and evaluation levels was also very low. When the learning outcomes were analyzed according to the cognitive process dimensions, it was determined that they were mostly in the understand and analyze levels. Besides, we found that the number of learning outcomes in apply, remember, and evaluate levels was very low; the create level was highly low. On the other hand, while the number of learning outcomes was very high in the conceptual level of knowledge dimension, the number of learning outcomes in the factual and procedural levels was low, and the learning outcomes in the metacognitive level were very low. The results of this study revealed that the learning outcomes of the 2018 Chemistry Curriculum were low-level cognitive domain levels considerably.

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