2013 Yılı Fen Bilimleri Öğretim Programı Kazanımlarının Yenilenmiş Bloom Taksonomisine Göre Analizi ve Değerlendirilmesi

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In this study, it is aimed to find out the learning outcome in science course curriculum that was started to applied in 2013, being at which level and how its tendency according to revised bloom taxonomy. For this purpose, the learning outcome in science course curriculum have been examined and classified on the basis of Revised Bloom Taxonomy. The study has been conducted using the method of document analysis. The learning outcome of science course curriculum that have been analyzed according to revised Bloom Taxonomy with the aim of finding out the tendency of the learning outcome to the revised Bloom Taxonomy. For this purpose, the 330 learning outcome placing in the science course program have been examined. The Reliability computing has been made in the analysis of data and because the reliability co-efficient .88 it is considered that the analysis is reliable. According to the analysis results it has been defined that in knowledge dimension: the most learning outcome are given in the conceptual knowledge, the least learning outcomes are given in the metacognitive knowledge; in Cognitive processes dimension the most learning outcome are given at the level of understanding, the least learning outcome are given at the level of the evaluation. It has been found out that the senior cognitive process dimensions have not been taking place adequately in the learning outcome of science course curriculum. Furthermore, it has been induced that there has not been a homogenous distribution of the learning outcome at the cognitive dimension step and there has not been a focus on the learning outcome that are related to the senior cognitive dimension, activating e learnings of students.