The Analysıs of 8th Grade Science and Technology Lesson Curriculum Questıons According to the Cognitıve Process Dimension of Revised Bloom's Taxonomy
Yazarlar (2)
Çağrı Güven
Prof. Dr. Abdullah AYDIN Kırşehir Ahi Evran Üniversitesi, Türkiye
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Özgün Makale
(Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale)
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| Dergi Adı | Turkiye Kimya Dernegi Dergisi, Kisim C: Kimya Egitimi | ||
| Makale Dili | – | Basım Tarihi | 01-2017 |
| Cilt / Sayı / Sayfa | 2 / 1 / 87–106 | DOI | – |
| Makale Linki | https://dergipark.org.tr/en/pub/jotcsc/article/311067 | ||
| UAK Araştırma Alanları |
Kimya Eğitimi
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| Özet |
| P urpose of the research is to analyses 8 th Grade Science and Technology Lesson Curriculum questions according to the cognitive process dimension of Revised Bloom's Taxonomy [RBT]. 8 th Grade Science Technology Lesson Curriculum has been prepared as part of curriculum reform in 2004. It has been put into practice from 2006-2007 school years by starting from 6 th grade and then gradually has continued with 7 th and 8 th grades. 156 questions in 8 th Grade Science Technology Lesson Curriculum were classified according to the cognitive process dimension of RBT. Data of research was obtained through document analyses technique which is qualitative research methods. Cognitive process dimensions of these questions have been examined considering the standards which have been prepared according to RBT. In the result of questions analysis; it was determined that questions in the level of understanding (%48,72) and analyzing ( %23,72) are intended, the question of the remembering (%12,18) and applying (%13,46) are less intended than understanding and analyzing , and there has too few questions in the level of evaluating (%0,64) and creating (%1,28). End of research, it was determined that intended of questions in lesson curriculum have been classified under the less cognitive levels. |
| Anahtar Kelimeler |
