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- Title
A Revised Bloom's Taxonomy-Based Analysis of Lower Secondary Education English Teaching Curriculum.
- Authors
KULOĞLU, Ayşenur; TUTUŞ, Fatma
- Abstract
This study evaluated the learning outcomes in lower secondary education English Curriculum regarding knowledge and cognitive processes in the Revised Bloom Taxonomy. Document analysis, a qualitative research method, was employed in data analysis. Two hundred forty-five learning outcomes were analyzed: 52 in Grade 5, 60 in Grade 6, 63 in Grade 7, and 70 in Grade 8. The findings revealed that most of the outcomes in lower secondary education English curriculum were at the "conceptual knowledge" dimension according to the Revised Bloom Taxonomy. In addition, most outcomes were at the "applying" level in the conceptual knowledge dimension. The study's results suggested that knowledge and cognitive processes were not equally distributed in English courses. It was found that the learning outcomes were mainly concentrated on the applying level in the 5th, 6th, and 7th grades. In contrast, in the 8th-grade outcomes, there was an increase in the higher-order thinking stages, and the results for the analysis and creating levels were included for the first time. However, it was observed that there was no increase in the cognitive process dimensions of the outcomes from the 5th Grade to the 7th Grade. Therefore, attention should be paid to the distribution of the outcomes in the curriculum, considering the students' developmental levels.
- Subjects
SECONDARY education; TAXONOMY; CRITICAL thinking; SECONDARY analysis; EDUCATIONAL outcomes; CURRICULUM
- Publication
Bartin University Journal of Faculty of Education, 2024, Vol 13, Issue 1, p193
- ISSN
1308-7177
- Publication type
Article
- DOI
10.14686/buefad.1083765