Analysis of Geography Attainments in the Social Sciences Curriculum of Turkey According to the Revised Bloom's Taxonomy.

Abstract

"The purpose of this study is to examine and compare geography attainment targets in the 6th and 7th grade Social Studies Curriculum according to the Revised Bloom’s Taxonomy. Document analysis, one of the qualitative research methods, was used. The 6th and 7th grade geography attainment targets of the 2018 Social Studies Curriculum were analysed using a descriptive analysis technique. Twenty-two attainment targets for geography in the Social Studies Curriculum were examined using the Revised Bloom’s Taxonomy. It has been concluded that geography attainment targets in the Social Studies Curriculum of Turkey are generally at the lower level of thinking or cognition. This study reveals that metacognitive levels are not reflected for geography in the Turkish Social Sciences curriculum. Paying attention to these metacognitive criteria during curriculum updates may contribute to the development of high-level cognitive skills for students. In this way, teachers can focus on higher-level critical thinking skills in geography in secondary schools."

Evaluation of Science Teachers’ Exam and High School Entrance Exam Science Questions Based on the Revised Bloom Taxonomy

“…While a decrease was seen in the levels of remembering, applying, analyzing, and evaluating in the 2018 program compared to 2013, there was an increase noted in the levels of understanding and creating. Güven (2014) examined the questions set in the secondary school sixth-, seventh-, and eighth-grade science and technology curricula according to the cognitive process dimension of the RBT. From a total of 516 questions analyzed, it was reported that most of the questions were classified as being of low-level thinking.…”

Analysis of final semester assessment questions (PAS) in grade XI chemistry online learning based on cognitive domain level of revised Bloom's taxonomy

“…These six levels of cognitive domains include remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5), and creating (C6) (Wahyuni et al 2017). Cognitive domain developed by Bloom can be used as a benchmark for achieving systematic educational goals, so that more efficient and effective learning designs can be made (Büken & Artvinli, 2021).…”