Analysis, Evaluation, and Comparison of the 2007, 2013 and 2018 Chemistry Curriculum Learning Outcomes Based on the Revised Bloom’s Taxonomy

Abstract

Curricula guide the design of course contents, objectives, durations, and methods of courses in different grades. Deciding what students will learn and at which level they learn involves a difficult process. The taxonomy approach in education provides teachers with an insight into learning outcomes in curricula and assessment of students. This study examines the chemistry curricula published by the Ministry of National Education of Turkey (MEB) in the years 2007, 2013, and 2018 based on the knowledge and cognitive process dimensions of the Revised Bloom’s Taxonomy (RBT). Data were analyzed through document analysis. Reliability analysis was made through examination of two researchers’ agreements and disagreements. The reliability coefficient of the student was calculated to be 90.57. Examining the chemistry curricula based on year and grade, the study found that learning outcomes associated with conceptual knowledge were a lot in the knowledge dimension while learning outcomes associated with understanding were many in the cognitive process dimension. The study is significant as it shows how learning outcomes changed in chemistry curricula in terms of RBT from 2007 to 2018. This study may be supported by research that determines students’ RBT levels at the end of assessment in chemistry courses or the RBT levels of questions asked to students