4. Sınıf Fen Bilimleri Dersi Kazanımlarının Revize Edilmiş Bloom Taksonomisine Göre İncelenmesi

Doğan, Yakup; Burak, Durmuş

doi:10.29329/mjer.2018.138.3

Cited by 16 publications

(11 citation statements)

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“…According to the findings, it is seen that most of the learning outcomes belonging to Science course are in cognitive domain and few of them are in affective and psychomotor domain.The results of this research are in agreement with the results of the studies carried out for the analysis of the learning outcomes of the Science Teaching Curriculum (Cangüven, Öz, Binzet & Avcı, 2017;Doğan & Burak, 2018). In today's world where a constructivist approach is targeted, it is important to ensure that students learn in the other developmental domains of affective and psychomotor learning as well as cognitive learning (Demirel, 2008).…”

Section: Discussionsupporting

confidence: 84%

2018 Fen Bilimleri Öğretim Programi Kazanimlarinin Yenilenmiş Bloom Taksonomisi Açisindan Analizi Ve Değerlendirilmesi

Avcı

Demirci

Özyalçin

2021

Trakya Eğitim Dergisi

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Bu çalışmanın amacı, MEB Talim ve Terbiye Kurulu Başkanlığı'nın 2018 yılında yayınlamış olduğu Ortaokul Fen Bilimleri öğretim programında yer alan 223 kazanımın konu alanları ve sınıf düzeyi açısından Yenilenmiş Bloom Taksonomis'nin bilişsel süreç ve bilgi birikimi boyutuna göre analizinin ve değerlendirmesinin yapılmasıdır. Doküman incelemesi yapılan çalışmada verilerin değerlendirilmesinde içerik analizi tekniği kullanılmıştır. Öğretim programında yer alan kazanımların incelenmesi üç aşamada gerçekleştirilmiştir. Birinci aşamada, araştırmacılar tarafından bir değerlendirme formu hazırlanmıştır. Form üç uzmanın görüşüne sunulmuş ve kazanımların analizinde ortak bir algı oluşturulmuştur. İkinci aşamada, kazanımlar araştırmacılar tarafından Anderson ve Krathwohl (2001)'un geliştirmiş olduğu iki boyutlu bir matris kullanılarak analiz edilmiştir ve farklılıklar tartışılarak ortak bir sonuca ulaşılmıştır. Üçüncü aşamada, kazanımlar üç farklı uzmana gönderilmiş ve değerlendirilmesi istenmiştir. Analizlerin tutarlılığının hesaplanması için Miles ve Huberman'ın (1994) önerdiği güvenirlik formülü kullanılmıştır. Güvenirlik katsayısı 0.86'dır. Araştırma bulgularına göre; 223 kazanımın %96.0'sı bilişsel, %3.6'sı duyuşsal ve %0.4'ü devinişsel öğrenme alanında yer almaktadır. Kazanımlar, konu alanları ve sınıf düzeyi bakımından; bilişsel süreç boyutunda "anlama", bilgi birikimi boyutunda "kavramsal bilgi" alt grubunda yoğunlaşmaktadır. Kazanımların tüm boyutlarda dengeli dağılım gösterecek şekilde düzenlenmesi önerilebilir.

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Section: Discussionsupporting

confidence: 84%

2018 Fen Bilimleri Öğretim Programi Kazanimlarinin Yenilenmiş Bloom Taksonomisi Açisindan Analizi Ve Değerlendirilmesi

Avcı

Demirci

Özyalçin

2021

Trakya Eğitim Dergisi

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“…The second most practiced level in this study was also the applying level. Lastly, Doğan and Burak (2018) analyzed 4 th grade's curriculum in terms of critical thinking in the field of science. Seventy percent of the objectives belonged to the lower levels.…”

Section: Discussionmentioning

confidence: 99%

“…The study of Doğan and Burak (2018) investigates the curriculum objectives of the 4 th grade in the domain of science regarding critical thinking. Similar to other studies, Bloom's revised taxonomy was utilized to gather the data.…”

Section: Studies Conducted In Other Disciplines In Turkeymentioning

confidence: 99%

The Evaluation of the Secondary-School English Curricula According to Bloom’s Revised Taxonomy

Dalkiliç

Büyükahiska

2021

Dil Eğitimi Ve Araştırmaları Dergisi

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This study aims to evaluate the extent of the objectives in the Secondary-School English curriculum concerning cognitive levels in Bloom's taxonomy. This aim underlies the first question of the study. The second and third questions inquire about the comparison among the grades and the homogeneity. Along with the adoption of the qualitative method, document and content analysis were implemented to categorize the objectives. The number of the curriculum objectives was 245 from 5th to 8th graders. Three notable outcomes were reached. First, each grade substantially suggests lower-order thinking skills. Besides, understanding is the surpassing level regardless of the grades. Lastly, receptive skills were dominantly consulted in lower-order thinking levels, while higher-order thinking skills were mainly applied in productive skills. Consequently, the research concludes that the objectives in the curriculum are not sufficient enough in developing higher-order thinking skills of secondary-school students.

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“…RBT was the most used taxonomy for the examination of objectives and indicators. The objectives of Turkish (Aslan & Atik, 2018) and science (Doğan & Burak, 2018;Yolcu, 2019), social sciences (Gültekin & Burak, 2019), visual arts (Karip, 2019a), and religious culture and moral knowledge lessons were analyzed at the primary school level while the objectives of mathematics (Çelik, Kul & Çalık-Uzun, 2018), Turkish (Büyükalan-Filiz & Yıldırım, 2019;Çerçi, 2018), science (Zorluoğlu, Şahintürk & Bağrıyanık, 2017), social sciences (Önlen, Tatan & İbret, 2020) and physical education (Uğraş & Aral, 2018) lessons were analyzed at the middle school level. In addition to these, the objectives of mathematics (Çil, Kuzu & Şimşek, 2019), chemistry Zorluoğlu, Güven & Korkmaz, 2017;Zorluoğlu et al, 2016), geography (İlhan & Gülersoy, 2019;Sözcü & Aydınözü, 2019), visual arts (Karip, 2019b), and biology (Aslan-Efe & Efe, 2018) were analyzed at the secondary education level.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of 2013 Preschool Curriculum Objectives and Indicators According to Revised Bloom’s Taxonomy

Yılmaz

Aşkar²,

Yıldız³

et al. 2021

ijocis

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The purpose of the study is to reveal the types of knowledge level and cognitive processes by evaluating the objectives and indicators of Ministry of National Education 2013 Preschool Curriculum according to the Revised Bloom’s Taxonomy. The study is a descriptive research and it was carried out by using case study methodology. The data set of this study consists of 63 goals and 241 indicators in the Preschool Curriculum, which was developed by Ministry of National Education-General Directorate of Basic Education in 2013. The data were collected by using the "Objectives and Indicator Evaluation Form" created by the researchers and the content analysis method was used in the analysis of the data obtained. The whole curriculum was analyzed and according to the cognitive processes and it was revealed that the highest intensity was at the application and understanding processes, and the least intensity at the creativity process. While factual knowledge was mostly used knowledge type in the curriculum, it was revealed that operational and metacognitive knowledge were the least used knowledge types. The curriculum was cognitive dominant, and the distribution of objectives and indicators of the curriculum was not balanced across all developmental domains. The curriculum objectives and indicators may be revised to support whole development of children.

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4. Sınıf Fen Bilimleri Dersi Kazanımlarının Revize Edilmiş Bloom Taksonomisine Göre İncelenmesi

Cited by 16 publications

References 0 publications

2018 Fen Bilimleri Öğretim Programi Kazanimlarinin Yenilenmiş Bloom Taksonomisi Açisindan Analizi Ve Değerlendirilmesi

2018 Fen Bilimleri Öğretim Programi Kazanimlarinin Yenilenmiş Bloom Taksonomisi Açisindan Analizi Ve Değerlendirilmesi

The Evaluation of the Secondary-School English Curricula According to Bloom’s Revised Taxonomy

Evaluation of 2013 Preschool Curriculum Objectives and Indicators According to Revised Bloom’s Taxonomy

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