Evaluation Of The Learning Objects Of 5th Grade 2018 Science Teaching Curriculum According To The Revised Bloom Taksonomy

V. International Congress on Education and Social Sciences (TURKCESS), İstanbul, Türkiye, 27 - 29 Haziran 2019, ss.371, (Özet Bildiri)

The purpose of this study was to analyze and evaluate the learning objectives of the

5th Grades in the Science Teaching Curriculum which was renewed in 2018 by the Ministry of

National Education, according to the revised Bloom’s taxonomy. The data of this research

consisted of 36 learning objectives defined Science 5th Grade Curriculum. Document analysis

technique used in qualitative research was used in the study. In the analysis of the data, content

analysis was performed, frequency and percentage values were presented. Analysis of the

learning objectives were carried out at three stages. At the first stage, a common judiciary was

established by the researchers and three experts to evaluate the learning objectives. At the

second stage, the learning objectives were analyzed separately by the researchers, the

differences were discussed and a common result was reached. At the third stage, the learning

objectives were sent to three different experts and asked to be evaluated. In order to calculate

the consistency of the analyzes as a result of the comparisons, Miles and Huberman's (1994)

Formula (Reliability=Number of agreements/Total number of agreements + Disagreements)

was used. The reliability coefficient was found to be 0.84. As the calculated value was found

to be greater than 0.70, the results were found to be sufficiently reliable. Research findings;

According to Cognitive Process Dimension of learning objectives, 0% Recall, 36,11%

Understanding, 30,55% Application, 11,11% Analysis, 16,66% Evaluation and 5,55%

Creation group. According to the Accumulation Dimension of learning objectives; 19.44%

factual knowledge, 22.22% conceptual knowledge, 36.11% operational knowledge and 22.22%

upper cognitive knowledge group. In the study, it was determined that there were no emotional

and motional learning objectives. When the program is evaluated in general, it is concluded that

the learning objectives are concentrated in understanding and application groups in the

dimensions cognitive process and operational knowledge in the dimension of knowledge. In

addition, it is determined that there is no learning objectives in the recall group. It may be

advisable to arrange the learning objectives to have a balanced distribution in all dimensions.

Keywords: Science teaching curriculum, Learning objectives, Revised Bloom

taxonomy.