EVALUATION OF SCIENCE AND ART CENTERS TURKISH LANGUAGE TEACHING PROGRAM IN TERMS OF RENEWED BLOOM TAXONOMY
ZEITSCHRIFT FÜR DIE WELT DER TÜRKEN
Makale Bilgileri
| Makale Başlık | EVALUATION OF SCIENCE AND ART CENTERS TURKISH LANGUAGE TEACHING PROGRAM IN TERMS OF RENEWED BLOOM TAXONOMY |
| Makale Başlık İngilizce | EVALUATION OF SCIENCE AND ART CENTERS TURKISH LANGUAGE TEACHING PROGRAM IN TERMS OF RENEWED BLOOM TAXONOMY |
| Cilt / Sayı | Cilt: 12 / Sayı: 3 |
| Yazar | Ramazan ERYILMAZ |
| Makale Dili | Türkçe |
| DOI |
Özet Türkçe
Curriculum (2020), according to the revised Bloom taxonomy. For this, the objectives in the program were determined and these objectives were evaluated in terms of cognitive domain steps and knowledge types determined in the revised Bloom's taxonomy. The study was designed in accordance with the case study preferred in qualitative research. Document analysis was used for data collection, and descriptive analysis method was used for data analysis. According to the findings; the objectives are most suitable for using factual and conceptual knowledge. Achievements corresponding to remembering and understanding from the cognitive domain steps stand out as a percentage. According to the results, knowledge types and cognitive domain levels are not distributed evenly. Among the types of knowledge, the objectives using procedural and metacognitive knowledge are relatively inadequate. While the lower levels come to the fore in the stages of remembering and comprehension, the objectives corresponding to the upper level stages of analysis, evaluation and creation were not included enough in the program. Gifted students need to think critically and analytically, and to recognize and develop their abilities. In this respect, it is recommended to ensure a balanced distribution in the programs to be developed, to include the objectives appropriate to the analysis, evaluation and creation steps related to the type of metacognitive knowledge and high-level cognitive skills.
Özet İngilizce
Curriculum (2020), according to the revised Bloom taxonomy. For this, the objectives in the program were determined and these objectives were evaluated in terms of cognitive domain steps and knowledge types determined in the revised Bloom's taxonomy. The study was designed in accordance with the case study preferred in qualitative research. Document analysis was used for data collection, and descriptive analysis method was used for data analysis. According to the findings; the objectives are most suitable for using factual and conceptual knowledge. Achievements corresponding to remembering and understanding from the cognitive domain steps stand out as a percentage. According to the results, knowledge types and cognitive domain levels are not distributed evenly. Among the types of knowledge, the objectives using procedural and metacognitive knowledge are relatively inadequate. While the lower levels come to the fore in the stages of remembering and comprehension, the objectives corresponding to the upper level stages of analysis, evaluation and creation were not included enough in the program. Gifted students need to think critically and analytically, and to recognize and develop their abilities. In this respect, it is recommended to ensure a balanced distribution in the programs to be developed, to include the objectives appropriate to the analysis, evaluation and creation steps related to the type of metacognitive knowledge and high-level cognitive skills.
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