Comparative Analysis of the 2018 and 2024 Science Curricula about Environmental Topics Based on Bloom’s Taxonomy
Abstract
Purpose: The aim of this study is to comparatively examine the science curricula of 2018 science course and The Century of Türkiye Education Model’s science course according to Bloom's taxonomy in the context of environmental issues.
Design/Methodology/Approach: In the study, the document analysis method, which is one of the qualitative research data collection methods, was used. In the process of selecting the Science curricula published in 2018 and 2024 to be compared in the study, the Science Curricula approved by the Board of Education was taken as the data source. The data were analysed using the content analysis method.
Findings: There were a total of 30 learning outcomes in the context of environmental issues in the 2018 science curriculum and a total of 61 learning outcomes in the 2024 science curriculum. In the 2024 science curriculum, it was noteworthy that the number of learning outcomes increased and learning outcomes were also included in the recall and evaluation stages. It is very important that the objectives in the "environment" subjects, especially in the application, analysis and evaluation stages, are more than the 2018 curriculum in order for individuals to transform their knowledge into behavior.
Keywords
Science education, 2018 Science curriculum, 2024 Science curriculum, Bloom’s taxonomy, Environmental education
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