Investigation of the Science Individualized Education Programs’ Learning Outcomes According to the Revised Bloom Taxonomy

Abstract

The aim of this study is to determine whether the learning outcomes in individualized education programs (IEP) have any learning outcome value, whether they are included in the science education curriculum, and how the learning outcomes are distributed according to the revised Bloom taxonomy (RBT) knowledge and cognitive process dimension levels. The IEPs from 49 science teachers working in 7 different regions of Turkey which they prepared at the 5th, 6th, 7th and 8th grade levels were requested and IEPs were analyzed using the document analysis method. It was concluded as a result of the analyzes that, 6% of the learning outcomes in the IEPs did not have any learning outcome value, and that 55% of the 2883 learning outcomes that had a learning outcome value consisted of those included in the science education curriculum. It was determined that the learning outcomes in the IEPs were at the level of conceptual knowledge at the most and at the level of meta-cognitive knowledge at the least from the knowledge dimension levels of RBT additionally, they were at the understanding level at the most and at the creating and evaluating level at the least from cognitive process dimension levels of RBT.