Comparative Analysis of the 2018 and 2024 Science Curricula about Environmental Topics Based on Bloom’s Taxonomy
Öz
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.
Anahtar Kelimeler
Science education, 2018 Science curriculum, 2024 Science curriculum, Bloom’s taxonomy, Environmental education
Kaynakça
- Alım, M. (2006). Avrupa birliği üyelik sürecinde türkiye’de çevre ve ilköğretimde çevre eğitimi. Kastamonu Education Journal, 14(2), 599-616.
- Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Pearson.
- Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York: David McKay Company.
- Bümen, N. (2006). Program geliştirmede bir dönüm noktası: yenilenmiş Bloom taksonomisi. Eğitim Ve Bilim, 31(142).
- Cebesoy, Ü. B. & Şahin, M. D. (2010). İlköğretim II. Kademe fen ve teknoloji programının çevre eğitimi açısından karşılaştırmalı incelenmesi. Research Journal of Biology Sciences, 3(2), 159-168.
- Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson.
- Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. thousand oaks, CA: Sage.
- Çepni, S. (2018). Araştırma ve proje çalışmalarına giriş. Trabzon: Celepler Maatbaacılık.
- Denzin, N. K., & Lincoln, Y. S. (2005). (Eds.). The Sage handbook of qualitative research. (3rd ed.). Thousand Oaks, CA: SAGE.
- Dindar, H., & Taneri, A. (2011). MONE’in 1968, 1992, 2000 ve 2004 yıllarında geliştirdiği fen programlarının amaç, kavram ve etkinlik yönünden karşılaştırılması. Kastamonu Education Journal, 19(2), 363-378.