EXAMINING THE LEARNING OUTCOMES IN THE 12TH-GRADE REPUBLIC OF TURKEY REVOLUTION HISTORY AND KEMALISM CURRICULUM BASED ON THE REVISED BLOOM’S TAXONOMY

ZEITSCHRIFT FÜR DIE WELT DER TÜRKEN

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    Makale Başlık EXAMINING THE LEARNING OUTCOMES IN THE 12TH-GRADE REPUBLIC OF TURKEY REVOLUTION HISTORY AND KEMALISM CURRICULUM BASED ON THE REVISED BLOOM’S TAXONOMY
    Cilt / Sayı Cilt: 13 / Sayı: 2
    Makale Başlık İngilizce EXAMINING THE LEARNING OUTCOMES IN THE 12TH-GRADE REPUBLIC OF TURKEY REVOLUTION HISTORY AND KEMALISM CURRICULUM BASED ON THE REVISED BLOOM’S TAXONOMY
    Yazar Osman AKHAN
    Makale Dili English
    DOI
  • Özet


    This research aimed to determine the level of the learning outcomes in the 12th-grade Republic of Turkey Revolution History and Kemalism Curriculum according to the Revised Bloom’s Taxonomy. The research used a qualitative research design and the document analysis method. The source of data of the research was the Secondary Education Republic of Turkey Revolution History and Kemalism Curriculum published by the Ministry of National Education in 2018. Existing research on Bloom’s Taxonomy and Revised Bloom’s Taxonomy was used to determine the taxonomic levels and sub-levels of the learning outcomes. A coding rubric was prepared by the researcher to determine the noun and verb forms of the learning outcomes in order to evaluate and classify 33 learning outcomes in the 2018 Secondary Education Republic of Turkey Revolution History and Kemalism Curriculum. The data were analysed using descriptive statistics. The findings were presented in tables with frequency and percentage values. According to the research results, among 33 learning outcomes, 29 fell into the conceptual knowledge category of the knowledge dimension and four fell into the factual knowledge category of the knowledge dimension. Looking at the distribution of 33 learning outcomes across the levels of the cognitive process dimension, 19 fell into the understanding level, 11 fell into the analysing level, and 3 fell into the evaluating level. No learning outcome fell into the procedural and metacognitive knowledge categories of the knowledge dimension and into the remembering, applying, and creating levels of the cognitive process dimension.
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