ORTAOKUL ÖĞRENCİLERİNİN FEN BİLİMLERİ ÖĞRETİM PROGRAMI MADDENİN DOĞASI KONUSUNDAKİ BAŞARI DÜZEYLERİ: YENİLENMİŞ BLOOM TAKSONOMİSİ ÜZERİNDEN BİR ANALİZ

Abstract

Bu çalışma, 2018 Ortaokul Fen Bilimleri Dersi Öğretim Programındaki “Madde ve Doğası” konu alanında yer alan kazanımların yenilenmiş Bloom Taksonomisinin bilgi ve bilişsel süreç boyutunun hangi basamağında yer aldığı ve sınıf düzeylerine göre nasıl bir dağılım gösterdiğini belirlemek amacıyla yapılmıştır. Çalışmada nitel araştırma yöntemlerinden biri olan doküman inceleme yöntemi kullanılmıştır. Araştırmanın amacına yönelik olarak araştırmacılar tarafından “Madde ve Doğası” konu alanıyla ilgili 52 kazanım incelenmiştir. Elde edilen verilerin güvenirlik katsayısı da hesaplanmış ve 0,73 olarak belirlenmiştir. Elde edilen verilere göre bilgi boyutunda; en fazla (35 kazanım) kavramsal bilgi boyutundaki kazanımlara yer verildiği, en az (1 kazanım) ise üstbilişsel bilgi boyutundaki kazanımlara yer verildiği; bilişsel süreç boyutunda; en fazla (14 kazanım) uygulama boyutundaki kazanımlar, en az ise (3 kazanım) çözümleme boyutundaki kazanımlara yer verildiği belirlenmiştir. Sonuç olarak, “Madde ve Doğası” konu alanında çözümleme dışındaki diğer üst düzey düşünme boyutlarına yeteri kadar yer verildiği görülmüştür.

Keywords

• : Fen öğretim programı
• madde ve doğası
• öğretim programı kazanımları
• yenilenmiş Bloom taksonomisi

THE ACHIEVEMENTS LEVELS OF ELEMENTARY SCHOOL STUDENTS IN THE SCIENCE CURRICULUM ON THE SUBSTANCE AND ITS NATURE: AN ANALYSIS THROUGH THE REVISED BLOOM'S TAXONOMY

Abstract

The current study aims to determine knowledge areas and cognitive process dimensions of the Revised Bloom Taxonomy of elementary school student achievements in the curriculum course unit of "The Substance and its Nature", as well as how the learning achievements are distributed across grade levels. The document review method, regarded to be one of the qualitative research methods, was used in the study. Accordingly, 52 achievements in the course unit of "The Substance and its Nature" were examined by the researchers. The reliability coefficient of the research data was determined as 0.73 which was considered to be enough for research reliability. The results of the study revealed that the most (35 learning achievements) achievements were emphasized in the conceptual knowledge dimension while the least achievements (1 item) was emphasized in the metacognitive knowledge dimension; the study also revealed that the most achievements (14 learning achievements) were emphasized in the application dimension while the least achievements (3 achievements) were emphasized in the analzing dimension.

Keywords

• The science curriculum
• the substance and its nature
• curriculum achievements
• revised Bloom

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