Examination of Writing Skill-Focused Learning Outcomes in Turkish and Social Studies Curricula in Terms of Cognitive Process Steps
Öz
Purpose: The main objective of this research is to examine the writing skill-focused learning outcomes in the middle school Turkish language curriculum and social studies curriculum, prepared within the framework of the Turkey Century Education Model, in terms of cognitive process steps.
Design/Methodology/Approach: The research was conducted using the document analysis method, one of the qualitative research methods. The data sources of the research consist of the Turkish language curriculum and social studies curriculum. The curricula were analyzed using the content analysis technique in terms of learning outcomes related to writing skills. In determining the learning outcomes for writing skills, those directly related to the writing skill area in the Turkish language course were interpreted within the scope of cognitive domain steps. In the field of social studies, explanations for learning outcomes were examined to determine whether these explanations were related to the writing skill area. Following these determinations, learning outcomes related to the writing skill area within the scope of the social studies course were examined in terms of cognitive domain steps.
Findings: According to the findings obtained from the examination of the curricula, it was determined that the process components of the learning outcomes in the Turkish language curriculum, while having a close distribution in terms of lower-level and higher-level cognitive domain steps, were mostly oriented towards the application step and higher-level cognitive domain steps such as analyze and evaluate. In the learning outcomes related to the writing area in the social studies curriculum, it was determined that the understand step was significantly prominent compared to other skill areas.
Highlights: It is thought that the balanced distribution of learning outcomes related to the writing skill area in terms of cognitive domain dimensions is important for acquiring the skill. It is believed that reflecting this situation in the curricula will have a positive effect on students' written expression skills.
Anahtar Kelimeler
Turkish language course curriculum, Social studies course curriculum, Cognitive strategies, Writing skills
Kaynakça
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