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

Bozdemir H., Ezberci Çevik E. , Kurnaz M. A. , Yaz Ö. V.

Acta Didactica Napocensia, vol.12, no.1, pp.17-32, 2019 (Refereed Journals of Other Institutions)

  • Publication Type: Article / Article
  • Volume: 12 Issue: 1
  • Publication Date: 2019
  • Title of Journal : Acta Didactica Napocensia
  • Page Numbers: pp.17-32


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 meta-

cognitive 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

lesson plans.