The Achievements Levels of Elementary School Students in the Science Curriculum on the Substance and Its Nature
An Analysis Through the Revised Bloom's Taxonomy
Bibliographic Data
| ID | 21997919 |
|---|---|
| Authors | Abdulkadir Özkaya (0000-0002-6962-4597, Mustafa Kemal University), Okan SARIGÖZ (0000-0002-1616-9789, Mustafa Kemal University), Abdulkadir DEMİR (0009-0002-9920-5032, Bezge İmam Hatip Ortaokulu-Yayladağı-Hatay), Ahmet BOZAK (0000-0001-5275-0514, Mustafa Kemal University) |
| Year | 2023 |
| Publication date | 2023-09-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal Of Turkish Literature Culture Education (JOURNAL) |
| Journal identifiers | ISSN: 2147-0146 • E-ISSN: 2147-0146 |
| Publisher | Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi (PUBLISHER) |
| DOI | 10.7884/teke.1339900 |
| OpenAlex | W4386725252 |
| Language | EN |
| References cited | 22 |
The current study aims to determine knowledge areas and cognitive process dimensions of the Revised Bloom Taxonomy of elementary school student acquisitions in the curriculum course unit of "The Substance and its Nature", as well as how the learning acquisitions are distributed across grade levels. The document review method, regarded to be one of the qualitative research methods, was used in the study. The acquisitions in the course unit of "The Substance and its Nature" were analyzed according to the Revised Bloom's taxonomy. Accordingly, 52 acquisitions in the course unit of "The Substance and its Nature" were examined by the researchers. The reliability coefficient of the research data was determined as 0.73 which was considered to be enough for research reliability. The results of the study revealed that the most (35 learning acquisitions) acquisitions were emphasized in the conceptual knowledge dimension while the least acquisitions (1 item) was emphasized in the metacognitive knowledge dimension; the study also revealed that the most acquisitions (14 learning acquisitions) were emphasized in the application dimension while the least acquisitions (3 acquisitions) were emphasized in the analysis dimension. In addition, the study also concluded that the acquisitions levels did not display a homogeneous distribution according to grade levels, moreover that the acquisitions within higher-level knowledge dimensions that are to make students' learning more active were not focused enough in the curriculum
Biology · Curriculum · Mathematics education · Pedagogy · Physics · Zoology · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Mathematics · Psychology
| Highly cited | No |
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