| Yazarlar (3) |
Abdullah Aydin
|
|
Yıldızay Ayyildiz
|
|
Canan Nakiboğlu
|
| Özet |
| This study aims to determine whether there is a difference between the gains offered by the science high school chemistry curriculum and those of chemistry curriculum based on the revised Bloom's taxonomy, and if any, in what respect they differ. In this study, the qualitative research method of document analysis was used. The distribution of the science high school chemistry course gains based on the cognitive process dimension of the revised Bloom's taxonomy was: understanding 44.44%, analyzing 34.08%, applying 8.89%, remembering 5.19%, evaluating 3.70%, and creating 3.70%. It was found, when the gains of the abovementioned curriculum were analyzed based on the knowledge dimension of the revised Bloom's taxonomy, that the weighted distribution was at the conceptual knowledge level, with a rate of 71.85%; the gains in procedural and factual knowledge were rather low, with rates of 13.33% and 8.89%, respectively; and the gains in metacognitive knowledge were very low, with a rate of 5.93%. The gains of the science high school program intensified in the conceptual knowledge dimension. This intensification can be suggested to shift to the highlevel knowledge dimensions in the program that will be designed and prepared. |
| Anahtar Kelimeler |
| Makale Türü | Özgün Makale |
| Makale Alt Türü | Uluslararası alan indekslerindeki dergilerde yayımlanan tam makale |
| Dergi Adı | Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education |
| Dergi Tarandığı Indeksler | |
| Makale Dili | İngilizce |
| Cilt No | 13 |
| Sayı | 2 |
| Sayfalar | 1186 / 1215 |
