Review Article
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Year 2024, Volume: 6 Issue: 2, 163 - 180, 24.09.2024
https://doi.org/10.47806/ijesacademic.1367897

Abstract

References

  • Adijaya, M. A., Widiana, I. W., Agung Parwata, I., & Suwela Antara, I. (2023). Bloom's Taxonomy Revision-Oriented Learning Activities to Improve Procedural Capabilities and Learning Outcomes. International Journal of Educational Methodology, 9(1), 261-270.
  • Alaghbary, G. S. (2021). Integrating technology with Bloom’s revised taxonomy: Web 2.0-enabled learning designs for online learning. Asian EFL Journal, 28(1), 10-37.
  • Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives: Complete Edition. The US: Addison Wesley Longman, Inc.
  • Arievitch, I. M. (2020). Reprint of: The vision of Developmental Teaching and Learning and Bloom's Taxonomy of educational objectives. Learning, Culture and Social Interaction, 27, 100473.
  • Assaly, I. R., & Smadi, O. M. (2015). Using Bloom's Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook's Questions. English Language Teaching, 8(5), 100- 110.
  • Bereiter, C., & Scardamalia, M. (1998). Beyond Bloom’s Taxonomy: Rethinking Knowledge for the Knowledge Age. In International Handbook of Educational Change: Part One (pp. 675-692). Dordrecht: Springer Netherlands.
  • Darwazeh, A. N., & Branch, R. M. (2015). A Revision to the Revised Bloom’s Taxonomy. 2015 Annual Proceedings–Indianapolis, 2, 220-225.
  • Febrina, F., Usman, B., & Muslem, A. (2019). Analysis of Reading Comprehension Questions by Using Revised Bloom’s Taxonomy on Higher Order Thinking Skill (HOTS). English Education Journal, 10(1), 1-15.
  • Febriyani, R. A., Yunita, W., & Damayanti, I. (2020). An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook for the Twelfth Grade of Indonesian Senior High Schools. Journal of English Education and Teaching, 4(2), 170-183.
  • Forehand, M. (2005). Bloom's Taxonomy: Original and Revised. Emerging Perspectives on Learning, Teaching, and Technology, 8, 41-44.
  • Forehand, M. (2010). Bloom’s Taxonomy. Emerging Perspectives on Learning, Teaching, and Technology, 41(4), 47-56.
  • Freahat, N. M., & Smadi, O. M. (2014). Lower-order and Higher-order Reading Questions in Secondary and University Level EFL Textbooks in Jordan. Theory and Practice in Language Studies, 4(9), 1804-1813.
  • Huitt, W. (2011). Bloom et al.'s Taxonomy of the Cognitive Domain. Educational Psychology Interactive, 22, 1-4.
  • Krathwohl, D. R. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory into Practice, 41(4), 212-218.
  • Laila, I., & Fitriyah, I. (2022). An Analysis of Reading Comprehension Questions in English Textbook Based on Revised Bloom’s Taxonomy. Journal of English Teaching, 8(1), 71-83.
  • Mansoor, Y. (2023). An Assessment of Cognitive Domain of Bloom’s Taxonomy Use in the Exercises of Grade-V English Textbook. Propel Journal of Academic Research, 3(1), 1-27.
  • Noble, T. (2004). Integrating the Revised Bloom's Taxonomy with Multiple Intelligences: A Planning Tool for Curriculum Differentiation. Teachers College Record, 106(1), 193-211.
  • Olimat, M. (2015). Analyzing Action Pack Textbooks’ Questions According to Revised Bloom Taxonomy. Journal of Education and Practice, 6(28), 152-159.
  • Pujawan, I. G. N., Rediani, N. N., Antara, I. G. W. S., Putri, N. N. C. A., & Bayu, G. W. (2022). Revised Bloom Taxonomy-oriented Learning Activities to Develop Scientific Literacy and Creative Thinking Skills. Jurnal Pendidikan IPA Indonesia, 11(1), 47-60.
  • Putri, M. A. (2018). A Content Analysis of Activities in English Textbook “When English Rings A Bell”. Research in English and Education Journal, 3(2), 147-153.
  • Rinjaya, D., & Halimi, S. S. (2022). An Evaluation of Indonesian Textbooks Using Revised Bloom’s Taxonomy. OKARA: Jurnal Bahasa dan Sastra, 16(1), 1-18.
  • Stevani, M., & Tarigan, K. E. (2023). Evaluating English Textbooks by Using Bloom’s Taxonomy to Analyze Reading Comprehension Question. SALEE: Study of Applied Linguistics and English Education, 4(1), 1-18.
  • Susan, S., Warsono, W., & Faridi, A. (2020). The Evaluation of Exercises Compatibility Between Revised Bloom’s Taxonomy and 2013 Curriculum Reflected in English Textbook. English Education Journal, 10(2), 252-265.
  • Ulum, Ö. G. (2016). A Descriptive Content Analysis of the Extent of Bloom's Taxonomy 4 in the Reading Comprehension Questions of the Course Book Q: Skills for Success Reading and Writing. Nova Qualitative Research, 21(9), 1674-1683.
  • Ulum, Ö. G. (2021). A Critical Approach to the Inclusion of the Revised Bloom’s Taxonomy in Active Skills for Reading: Book 1. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (25), 273-296.
  • Ulum, Ö. G. (2022). Is the Revised Bloom’s Taxonomy Revisited in the EFL/ESL Reading Textbooks?. OPUS Journal of Society Research, 19(45), 170-177.
  • Vavilina, S. H. (2020). Using Bloom’s Revised Taxonomy to Develop Digital Literacies in the ESP Classroom. Information Technologies and Learning Tools, 79(5), 168-183.
  • Widyantoro, A. (2017). Developing English Textbooks Oriented to Higher Order Thinking Skills for Students of Vocational High Schools in Yogyakarta. Journal of Language Teaching and Research, 8(1), 26.
  • Wilson, L. O. (2016). Anderson and Krathwohl Bloom’s Taxonomy Revised Understanding the New Version of Bloom’s Taxonomy. The Second Principle, 1(1), 1-8.

Exploring the Impact of Revised Bloom's Taxonomy in a Turkish as a Foreign Language Textbook

Year 2024, Volume: 6 Issue: 2, 163 - 180, 24.09.2024
https://doi.org/10.47806/ijesacademic.1367897

Abstract

Yenilenmiş Bloom Taksonomisi, bilişsel becerileri altı hiyerarşik seviyede sınıflandıran bir çerçevedir. Bu seviyeler alt düzey düşünme becerilerinden üst düzeyde bilişsel yeteneklere kadar uzanır. Taksonomi, 2001 yılında modern eğitim uygulamalarıyla daha iyi uyum sağlaması amacıyla revize edilmiş ve aktif öğrenme, eleştirel düşünme ve yaratıcılığı vurgulamıştır. Bu çalışma, Yenilenmiş Bloom Taksonomisini okul kitaplarına dâhil etme gerekçesini araştırmaktadır. Bu taksonominin eğitim materyallerine dâhil edilmesiyle eğitimciler, yüksek düşünme, anlama derinliği ve gerçek dünya zorlukları için gerekli olan temel becerilerin gelişimini teşvik edebilirler. Taksonomi ayrıca kişiselleştirilmiş öğrenmeyi kolaylaştırır, etkili değerlendirmeyi destekler, aktif öğrenmeyi teşvik eder ve küresel eğitim standartlarına uyum sağlar. Hızlı değişim ve bilgi bolluğu ile özdeşleşen bir dönemde, Yenilenmiş Bloom Taksonomisinin ders kitaplarına dâhil edilmesi, eğitimin kalitesini artırmak ve öğrencileri 21. yüzyılın gereksinimlerine daha iyi hazırlamak için değerli bir araç olarak hizmet eder. Bu nedenle, mevcut araştırma Yenilenmiş Bloom Taksonomisinin bir TYD ders kitabına ne ölçüde dâhil edildiğini belirlemeyi amaçlamaktadır. Araştırmanın sonuçları, incelenen ders kitabında ileri düzey bilişsel yeteneklerin eksikliğini ortaya çıkarmıştır. Bu bağlamda ilgili öneriler sunulmuştur.

References

  • Adijaya, M. A., Widiana, I. W., Agung Parwata, I., & Suwela Antara, I. (2023). Bloom's Taxonomy Revision-Oriented Learning Activities to Improve Procedural Capabilities and Learning Outcomes. International Journal of Educational Methodology, 9(1), 261-270.
  • Alaghbary, G. S. (2021). Integrating technology with Bloom’s revised taxonomy: Web 2.0-enabled learning designs for online learning. Asian EFL Journal, 28(1), 10-37.
  • Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives: Complete Edition. The US: Addison Wesley Longman, Inc.
  • Arievitch, I. M. (2020). Reprint of: The vision of Developmental Teaching and Learning and Bloom's Taxonomy of educational objectives. Learning, Culture and Social Interaction, 27, 100473.
  • Assaly, I. R., & Smadi, O. M. (2015). Using Bloom's Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook's Questions. English Language Teaching, 8(5), 100- 110.
  • Bereiter, C., & Scardamalia, M. (1998). Beyond Bloom’s Taxonomy: Rethinking Knowledge for the Knowledge Age. In International Handbook of Educational Change: Part One (pp. 675-692). Dordrecht: Springer Netherlands.
  • Darwazeh, A. N., & Branch, R. M. (2015). A Revision to the Revised Bloom’s Taxonomy. 2015 Annual Proceedings–Indianapolis, 2, 220-225.
  • Febrina, F., Usman, B., & Muslem, A. (2019). Analysis of Reading Comprehension Questions by Using Revised Bloom’s Taxonomy on Higher Order Thinking Skill (HOTS). English Education Journal, 10(1), 1-15.
  • Febriyani, R. A., Yunita, W., & Damayanti, I. (2020). An Analysis on Higher Order Thinking Skill (HOTS) in Compulsory English Textbook for the Twelfth Grade of Indonesian Senior High Schools. Journal of English Education and Teaching, 4(2), 170-183.
  • Forehand, M. (2005). Bloom's Taxonomy: Original and Revised. Emerging Perspectives on Learning, Teaching, and Technology, 8, 41-44.
  • Forehand, M. (2010). Bloom’s Taxonomy. Emerging Perspectives on Learning, Teaching, and Technology, 41(4), 47-56.
  • Freahat, N. M., & Smadi, O. M. (2014). Lower-order and Higher-order Reading Questions in Secondary and University Level EFL Textbooks in Jordan. Theory and Practice in Language Studies, 4(9), 1804-1813.
  • Huitt, W. (2011). Bloom et al.'s Taxonomy of the Cognitive Domain. Educational Psychology Interactive, 22, 1-4.
  • Krathwohl, D. R. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory into Practice, 41(4), 212-218.
  • Laila, I., & Fitriyah, I. (2022). An Analysis of Reading Comprehension Questions in English Textbook Based on Revised Bloom’s Taxonomy. Journal of English Teaching, 8(1), 71-83.
  • Mansoor, Y. (2023). An Assessment of Cognitive Domain of Bloom’s Taxonomy Use in the Exercises of Grade-V English Textbook. Propel Journal of Academic Research, 3(1), 1-27.
  • Noble, T. (2004). Integrating the Revised Bloom's Taxonomy with Multiple Intelligences: A Planning Tool for Curriculum Differentiation. Teachers College Record, 106(1), 193-211.
  • Olimat, M. (2015). Analyzing Action Pack Textbooks’ Questions According to Revised Bloom Taxonomy. Journal of Education and Practice, 6(28), 152-159.
  • Pujawan, I. G. N., Rediani, N. N., Antara, I. G. W. S., Putri, N. N. C. A., & Bayu, G. W. (2022). Revised Bloom Taxonomy-oriented Learning Activities to Develop Scientific Literacy and Creative Thinking Skills. Jurnal Pendidikan IPA Indonesia, 11(1), 47-60.
  • Putri, M. A. (2018). A Content Analysis of Activities in English Textbook “When English Rings A Bell”. Research in English and Education Journal, 3(2), 147-153.
  • Rinjaya, D., & Halimi, S. S. (2022). An Evaluation of Indonesian Textbooks Using Revised Bloom’s Taxonomy. OKARA: Jurnal Bahasa dan Sastra, 16(1), 1-18.
  • Stevani, M., & Tarigan, K. E. (2023). Evaluating English Textbooks by Using Bloom’s Taxonomy to Analyze Reading Comprehension Question. SALEE: Study of Applied Linguistics and English Education, 4(1), 1-18.
  • Susan, S., Warsono, W., & Faridi, A. (2020). The Evaluation of Exercises Compatibility Between Revised Bloom’s Taxonomy and 2013 Curriculum Reflected in English Textbook. English Education Journal, 10(2), 252-265.
  • Ulum, Ö. G. (2016). A Descriptive Content Analysis of the Extent of Bloom's Taxonomy 4 in the Reading Comprehension Questions of the Course Book Q: Skills for Success Reading and Writing. Nova Qualitative Research, 21(9), 1674-1683.
  • Ulum, Ö. G. (2021). A Critical Approach to the Inclusion of the Revised Bloom’s Taxonomy in Active Skills for Reading: Book 1. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (25), 273-296.
  • Ulum, Ö. G. (2022). Is the Revised Bloom’s Taxonomy Revisited in the EFL/ESL Reading Textbooks?. OPUS Journal of Society Research, 19(45), 170-177.
  • Vavilina, S. H. (2020). Using Bloom’s Revised Taxonomy to Develop Digital Literacies in the ESP Classroom. Information Technologies and Learning Tools, 79(5), 168-183.
  • Widyantoro, A. (2017). Developing English Textbooks Oriented to Higher Order Thinking Skills for Students of Vocational High Schools in Yogyakarta. Journal of Language Teaching and Research, 8(1), 26.
  • Wilson, L. O. (2016). Anderson and Krathwohl Bloom’s Taxonomy Revised Understanding the New Version of Bloom’s Taxonomy. The Second Principle, 1(1), 1-8.
There are 29 citations in total.

Details

Primary Language English
Subjects Specialist Studies in Education (Other)
Journal Section Research Articles
Authors

Ömer Gökhan Ulum 0000-0001-7685-6356

Early Pub Date June 28, 2024
Publication Date September 24, 2024
Submission Date September 28, 2023
Published in Issue Year 2024 Volume: 6 Issue: 2

Cite

APA Ulum, Ö. G. (2024). Exploring the Impact of Revised Bloom’s Taxonomy in a Turkish as a Foreign Language Textbook. International Journal of Educational Spectrum, 6(2), 163-180. https://doi.org/10.47806/ijesacademic.1367897

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