A Revised Bloom’s Taxonomy Based Analysis of Elementary School English Teaching Curriculum

Ayşenur Kuloğlu

Makale detayları

A Revised Bloom’s Taxonomy Based Analysis of Elementary School English Teaching Curriculum

Yazarlar:

Ayşenur Kuloğlu

Yayıncı:

Bartin University

Ana Başlıklar:

Studies on Education

Dergi:

Bartın University Journal of Faculty of Education Vol.13 Issue 1, pp.193-205

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001305478

pISSN:

1308-7177

Anahtar kelimeler:

Özet:

 This study evaluates the learning outcomes in secondary education English Curriculums regarding knowledge and cognitive process in Revised Bloom Taxonomy. Document analysis was adopted as a qualitative research method in data analysis. A total of 245 learning outcomes was studied, 52 of which were in grade 5, 60 in grade 6, 63 in grade 7 and 70 in Grade 8. As a result of research it was seen that most of the outcomes, belonging to 5, 6, 7, and 8th grade English teaching curriculum, were at the dimension of conceptual knowledge of Revised Bloom Taxonomys knowledge dimension. According to the conceptual knowledge dimension, the most outcomes were seen at the applying. An analysis of the results suggested that knowledge and cognitive process were not evenly distributed in English courses. The results pointed out that most of the learning outcomes accounted for conceptual knowledge in grade 5, 6, 7 and 8 level English courses. In terms of the cognitive process, the most frequent one is was the applying section. Applying increased as a learning outcome in grade 5, 6 and 7, whereas analysis and creation are were included in learning outcomes for grade 8 and advanced thinking. However, the cognitive process failed to increase in the learning outcomes from grade 5 to 7. Hence, it is possible to suggest that the distribution of learning outcomes be planned carefully based on the students levels.

 This study evaluates the learning outcomes in secondary education English Curriculums regarding knowledge and cognitive process in Revised Bloom Taxonomy. Document analysis was adopted as a qualitative research method in data analysis. A total of 245 learning outcomes was studied, 52 of which were in grade 5, 60 in grade 6, 63 in grade 7 and 70 in Grade 8. As a result of research it was seen that most of the outcomes, belonging to 5, 6, 7, and 8th grade English teaching curriculum, were at the dimension of conceptual knowledge of Revised Bloom Taxonomys knowledge dimension. According to the conceptual knowledge dimension, the most outcomes were seen at the applying. An analysis of the results suggested that knowledge and cognitive process were not evenly distributed in English courses. The results pointed out that most of the learning outcomes accounted for conceptual knowledge in grade 5, 6, 7 and 8 level English courses. In terms of the cognitive process, the most frequent one is was the applying section. Applying increased as a learning outcome in grade 5, 6 and 7, whereas analysis and creation are were included in learning outcomes for grade 8 and advanced thinking. However, the cognitive process failed to increase in the learning outcomes from grade 5 to 7. Hence, it is possible to suggest that the distribution of learning outcomes be planned carefully based on the students levels.

 This study evaluates the learning outcomes in secondary education English Curriculums regarding knowledge and cognitive process in Revised Bloom Taxonomy. Document analysis was adopted as a qualitative research method in data analysis. A total of 245 learning outcomes was studied, 52 of which were in grade 5, 60 in grade 6, 63 in grade 7 and 70 in Grade 8. As a result of research it was seen that most of the outcomes, belonging to 5, 6, 7, and 8th grade English teaching curriculum, were at the dimension of conceptual knowledge of Revised Bloom Taxonomys knowledge dimension. According to the conceptual knowledge dimension, the most outcomes were seen at the applying. An analysis of the results suggested that knowledge and cognitive process were not evenly distributed in English courses. The results pointed out that most of the learning outcomes accounted for conceptual knowledge in grade 5, 6, 7 and 8 level English courses. In terms of the cognitive process, the most frequent one is was the applying section. Applying increased as a learning outcome in grade 5, 6 and 7, whereas analysis and creation are were included in learning outcomes for grade 8 and advanced thinking. However, the cognitive process failed to increase in the learning outcomes from grade 5 to 7. Hence, it is possible to suggest that the distribution of learning outcomes be planned carefully based on the students levels.

 Bu çalışmada, ortaokul İngilizce dersi öğretim programında bulunan kazanımları Yenilenmiş Bloom taksonomisinin bilgi ve bilişsel süreç boyutu açısından değerlendirilmesi amaçlanmıştır. Verilerin analizinde nitel araştırma yöntemlerinden biri olan doküman analizi kullanılmıştır. Çalışmada 5.sınıfta 52 kazanım, 6. sınıfta 60 kazanım, 7.sınıfta 63 kazanım ve 8. sınıfta 70 kazanım olmak üzere toplam 245 kazanım analiz edilmiştir. Araştırmanın sonucunda İngilizce dersi 5. 6. 7. ve 8. sınıflara ait kazanımlara bakıldığında, Yenilenmiş Bloom Taksonomisinin bilgi birikimi boyutuna göre kazanımların çoğunluğunun kavramsal bilgi boyutunda yer aldığı görülmektedir. Kazanımlar bilişsel süreç boyutu açısından incelendiğinde ise en yoğun basamağın uygulama olduğu belirlenmiştir. Sonuçlar değerlendirildiğinde İngilizce öğretim programında bilgi ve bilişsel süreç boyutunda yapılan sınıflandırmaların dengeli yer almamaktadır. 5., 6., 7. sınıf düzeylerinde kazanımların ağırlıklı olarak uygulama basamağında yoğunlaştığı; 8. sınıf kazanımlarında ise üst düzey düşünme basamaklarında artma olduğu, analiz ve yaratma basamağına yönelik kazanımların yer almaya başladığı görülmektedir. Ancak İngilizce öğretim programında 5. sınıftan başlayarak 7. sınıfa kadar kazanımların bilişsel süreç boyutlarında basamaklar arasında artma olmadığı görülmektedir. Bu nedenle öğrencilerin seviyeleri dikkate alınarak öğretim programındaki kazanımların dağılımına dikkat edilmesi gerektiği söylenebilir.

Makale detayları

A Revised Bloom’s Taxonomy Based Analysis of Elementary School English Teaching Curriculum

Yazarlar:

Ayşenur Kuloğlu

Yayıncı:

Bartin University

Ana Başlıklar:

Studies on Education

Dergi:

Bartın University Journal of Faculty of Education Vol.13 Issue 1, pp.193-205

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001305478

pISSN:

1308-7177

Revised Bloom’s Taxonomy

lementary School English Teaching Curriculum

outcomesOrtaokul İngilizce dersi öğretim programı

Yenilenmiş Bloom Taksonomisi

Kazanımlar

Sayı

Makale detayları

A Revised Bloom’s Taxonomy Based Analysis of Elementary School English Teaching Curriculum

Yazarlar: Ayşenur Kuloğlu

Yayıncı: Bartin University

Ana Başlıklar: Studies on Education

Dergi: Bartın University Journal of Faculty of Education Vol.13 Issue 1, pp.193-205

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001305478

pISSN: 1308-7177

Revised Bloom’s Taxonomy

lementary School English Teaching Curriculum

outcomesOrtaokul İngilizce dersi öğretim programı

Yenilenmiş Bloom Taksonomisi

Kazanımlar

Sayı

Yazarlar:

Ayşenur Kuloğlu

Yayıncı:

Bartin University

Ana Başlıklar:

Studies on Education

Dergi:

Bartın University Journal of Faculty of Education Vol.13 Issue 1, pp.193-205

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001305478

pISSN:

1308-7177