Analysis and Evaluation of 3. And 4. Grade Science Course Learning Outcomes According to Revised Bloom Taxonomy

Abstract

The aim of this study to evaluate The Ministry of National Education 2017 curriculum elementary school curriculum 3. and 4. grade science class outcomes according to revised Bloom's taxonomy. Document analysis method, which is one of the qualitative methods, was used in this research to analyze and evaluate 3. 4. Grade Science class outcomes. Researcher and experts first determine a mutual rule for analyzing outcomes. Then the researcher and two specialists assessed the outcomes separately. Finally, the reliability of the analyses was calculated using the researcher and specialists’ consensus and dissidence on items. 0.77 analyses reliability was determined. This study has shown that the learning outcomes consists of; %6 outcomes factual, %72 conventional, %18 procedural and %4 metacognitive subdimension of knowledge. It was also revealed that learning outcomes is composed of; %7 remembering, %43 understanding, %12 applying, %7 analyzing, %20 evaluating and %11 creating subdimension of cognitive domain. As a result, learning outcomes mostly be in conventional and understanding subdimension. This study has shown that the writers did not consider students’ cognitive development level at the time of writing outcomes. I hope that this research will be useful for teachers and developers of curriculum