مرکز منطقه ای اطلاع رساني علوم و فناوري - Analysis of A Sample According to the Revised Bloom Taxonomy: The Draft Line Curriculum of Secondary School Chemistry 2017

Abstract :

The aim of this study was to determine in which phase the learning outcomes of the secondary school chemistry curriculum draft line of 2017, published by the Ministry of Education, secondary schools deputy general manager, accords with the knowledge and cognitive duration aspect phase of the revised Bloom taxonomy. Accordingly, this study was conducted through document review employing a qualitative research methodology. 129 outcomes were analysed through descriptive analysis. While analysing this data, confidence calculations were made and the confidence coefficients were found to be greater than .70. From these findings, the outcomes for the draft line curriculum for secondary school chemistry 2017 were not distributed homogenously through the knowledge dimensions. Concerning the knowledge dimension, it was determined that the dimension outcome, at least the metacognitive knowledge outcome, was given enough place. Furthermore, it is stated that generally the outcomes are not distributed non-homogenously in the cognitive duration dimension phases. For the cognitive dimension, it was found that mostly the comprehension level outcome, at least the evaluation level outcome was given enough place. On the draft line of the Secondary School Chemistry Curriculum outcomes, it was found that neither the metacognitive duration dimensions nor this together with the high level knowledge dimensions on interest outcomes for activating student participation was given enough place.