Investigation of 2018 Science Curriculum 5-8th Grade’s Acquisitions According to the Revised Bloom’s Taxonomy and Teachers’ Views about the Curriculum

Zeliha Gündoğdu; Abdullah Aydın

Makale detayları

Investigation of 2018 Science Curriculum 5-8th Grade’s Acquisitions According to the Revised Bloom’s Taxonomy and Teachers’ Views about the Curriculum

Yazarlar:

Zeliha Gündoğdu | Abdullah Aydın

Yayıncı:

Gazi University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 1, pp.127-170

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316944

pISSN:

1301-9058

Anahtar kelimeler:

Özet:

 This study aims to examine the acquisitions of the 2018 Science Curriculum 5-8th grades according to the knowledge and cognitive process dimensions of the revised Blooms Taxonomy. In addition, the views of science teachers about the program were gotten. Document analysis, one of the qualitative research methods, was used to examine the acquisitions, and the case study method was used to obtain teachers views. The 2018 Science Curriculum and a semi-structured interview form applied to 25 science teachers were used to collect the studys data. When the acquisitions of the 2018 curriculum were examined in terms of knowledge dimension, it was concluded that the distribution of the acquisitions to the lower levels in the knowledge dimension of the revised Blooms taxonomy was not proportional; it was mainly concentrated on the conceptual knowledge level, and the acquisitions containing metacognitive knowledge were given a minimal number of places. When the acquisitions were examined regarding cognitive process dimensions, it was determined that the revised Blooms Taxonomy was not distributed proportionally to the sub-levels in the mental process dimension. The acquisitions were mainly in the understanding and the least in the remembering levels. It has been concluded that the acquisitions in the analysis level, which is the upper-level step in the program, are also included in a limited group. According to the data obtained from the interview form, among the topics that teachers most frequently mention about the curriculum and its acquisitions are statements such as disruption of the spiral structure of the program, insufficient time for engineering and design skills, insufficient course time, and the need for material and resource support. Because of the obtained results, it can be suggested that the revised Blooms taxonomy of acquisitions should be arranged in a way that will show a more balanced distribution in all stages of knowledge and cognitive process dimensions.

 This study aims to examine the acquisitions of the 2018 Science Curriculum 5-8th grades according to the knowledge and cognitive process dimensions of the revised Blooms Taxonomy. In addition, the views of science teachers about the program were gotten. Document analysis, one of the qualitative research methods, was used to examine the acquisitions, and the case study method was used to obtain teachers views. The 2018 Science Curriculum and a semi-structured interview form applied to 25 science teachers were used to collect the studys data. When the acquisitions of the 2018 curriculum were examined in terms of knowledge dimension, it was concluded that the distribution of the acquisitions to the lower levels in the knowledge dimension of the revised Blooms taxonomy was not proportional; it was mainly concentrated on the conceptual knowledge level, and the acquisitions containing metacognitive knowledge were given a minimal number of places. When the acquisitions were examined regarding cognitive process dimensions, it was determined that the revised Blooms Taxonomy was not distributed proportionally to the sub-levels in the mental process dimension. The acquisitions were mainly in the understanding and the least in the remembering levels. It has been concluded that the acquisitions in the analysis level, which is the upper-level step in the program, are also included in a limited group. According to the data obtained from the interview form, among the topics that teachers most frequently mention about the curriculum and its acquisitions are statements such as disruption of the spiral structure of the program, insufficient time for engineering and design skills, insufficient course time, and the need for material and resource support. Because of the obtained results, it can be suggested that the revised Blooms taxonomy of acquisitions should be arranged in a way that will show a more balanced distribution in all stages of knowledge and cognitive process dimensions.

 This study aims to examine the acquisitions of the 2018 Science Curriculum 5-8th grades according to the knowledge and cognitive process dimensions of the revised Blooms Taxonomy. In addition, the views of science teachers about the program were gotten. Document analysis, one of the qualitative research methods, was used to examine the acquisitions, and the case study method was used to obtain teachers views. The 2018 Science Curriculum and a semi-structured interview form applied to 25 science teachers were used to collect the studys data. When the acquisitions of the 2018 curriculum were examined in terms of knowledge dimension, it was concluded that the distribution of the acquisitions to the lower levels in the knowledge dimension of the revised Blooms taxonomy was not proportional; it was mainly concentrated on the conceptual knowledge level, and the acquisitions containing metacognitive knowledge were given a minimal number of places. When the acquisitions were examined regarding cognitive process dimensions, it was determined that the revised Blooms Taxonomy was not distributed proportionally to the sub-levels in the mental process dimension. The acquisitions were mainly in the understanding and the least in the remembering levels. It has been concluded that the acquisitions in the analysis level, which is the upper-level step in the program, are also included in a limited group. According to the data obtained from the interview form, among the topics that teachers most frequently mention about the curriculum and its acquisitions are statements such as disruption of the spiral structure of the program, insufficient time for engineering and design skills, insufficient course time, and the need for material and resource support. Because of the obtained results, it can be suggested that the revised Blooms taxonomy of acquisitions should be arranged in a way that will show a more balanced distribution in all stages of knowledge and cognitive process dimensions.

 Bu çalışmada, 2018 Fen Bilimleri Dersi Öğretim Programı 5-8. sınıf kazanımlarının yenilenmiş Bloom Taksonomisinin bilgi ve bilişsel süreç boyutlarına göre incelenmesi amaçlanmıştır. Ayrıca, öğretim program hakkında fen bilimleri dersi öğretmenlerinin görüşleri alınmıştır. Kazanımların incelenmesinde nitel araştırma yöntemlerinden biri olan doküman analizi, öğretmen görüşlerinin alınmasında ise durum çalışması yöntemi kullanılmıştır. Çalışmanın verilerinin toplanmasında, 2018 Fen Bilimleri Dersi Öğretim Programı ve 25 fen bilimleri öğretmenine uygulanan yarı yapılandırılmış görüşme formu kullanılmıştır. 2018 programına ait kazanımlar bilgi boyutu açısından incelendiğinde, yenilenmiş Bloom Taksonomisinin bilgi boyutundaki alt basamaklara kazanımların dağılımlarının orantılı olmadığı, daha çok kavramsal bilgi basamağında yoğunlaştığı ve üst bilişsel bilgi içeren kazanımlara çok az sayıda yer verildiği sonuçlarına ulaşılmıştır. Kazanımlar bilişsel süreç boyutu açısından incelendiğinde ise, yenilenmiş Bloom taksonomisinin bilişsel süreç boyutundaki alt basamaklara orantılı bir biçimde dağılmadığı, kazanımların en çok anlama basamağında, en az ise hatırlama basamağında bulunduğu tespit edilmiştir. Programda üst düzey basamak olan çözümleme basamağındaki kazanımlara da sınırlı düzeyde yer verildiği sonucuna ulaşılmıştır. Görüşme formundan elde edilen verilere göre ise, 2018 öğretim program ve kazanımlarıyla ilgili öğretmenlerin en çok değindiği konular arasında; programın sarmal yapısının bozulduğu, mühendislik ve tasarım becerileri için yeterince zamanın kalmadığı, bazı ünitelerde ders süresinin yetmediği ve materyal ve kaynak desteğinin gerektiği gibi ifadeler bulunmaktadır. Bu sonuçlar ışığında, kazanımların yenilenmiş Bloom Taksonomisinin hem bilgi hem de bilişsel süreç boyutlarının tüm basamaklarında daha dengeli bir dağılım gösterecek şekilde düzenlenmesi önerilebilir.

Makale detayları

Investigation of 2018 Science Curriculum 5-8th Grade’s Acquisitions According to the Revised Bloom’s Taxonomy and Teachers’ Views about the Curriculum

Yazarlar:

Zeliha Gündoğdu | Abdullah Aydın

Yayıncı:

Gazi University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 1, pp.127-170

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316944

pISSN:

1301-9058

Curriculum

Acquisition

Science course

Revised Bloom’s taxonomy

Interview formÖğretim programı

Kazanım

Fen bilimleri dersi

Yenilenmiş Bloom taksonomisi

Görüşme formu

Sayı

Makale detayları

Yazarlar: Zeliha Gündoğdu | Abdullah Aydın

Yayıncı: Gazi University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 1, pp.127-170

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001316944

pISSN: 1301-9058

Sayı

Yazarlar:

Zeliha Gündoğdu | Abdullah Aydın

Yayıncı:

Gazi University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.44 Issue 1, pp.127-170

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316944

pISSN:

1301-9058