A Comparative Examination of Science Achievements in Life Studies Course Curricula of 2009, 2015 and 2018 According to the Revised Bloom’s Taxonomy: The Case of Turkey
Yazarlar (4)
Doç. Dr. Hafife BOZDEMİR YÜZBAŞIOĞLU Kastamonu Üniversitesi, Türkiye
Doç. Dr. Ebru Ezberci Erciyes Üniversitesi, Türkiye
Prof. Dr. Mehmet Altan KURNAZ Kastamonu Üniversitesi, Türkiye
Ömer Volkan Yaz
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | Acta Didactica Napocensia | ||
| Dergi ISSN | 2065-1430 | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 01-2019 |
| Cilt / Sayı / Sayfa | 11 / 2 / 17–32 | DOI | – |
| Makale Linki | https://files.eric.ed.gov/fulltext/EJ1222930.pdf | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| The purpose of this study is to determine the distribution of Science achievements in Life Studies Course Curricula of 2009, 2015 and 2018 regarding the knowledge and cognitive process dimensions of the Revised Bloom Taxonomy and to comparatively examine the resulting distributions. This study adopted document analysis. While conducting the analysis, we classified the achievements as factual knowledge, conceptual knowledge, operational knowledge and metacognitive knowledge in the accumulation of knowledge dimension and as remembering, understanding, applying, solving, evaluating and creating in the cognitive process dimension. Based on our findings, we concluded that achievements of 2009, 2015 and 2018 curricula focused on remembering, understanding and applying levels in the cognitive dimension and factual and conceptual knowledge dimensions in the knowledge dimension. We present some recommendations for teachers and teacher candidates, which they can use while preparing their |
| Anahtar Kelimeler |
