Abstract:

The aim of this study is to classify and assess the acquisitions in primary school curricula in terms of the cognitive skills stages using the cognitive domain classification of Marzano and to put forth whether those curricula bear the potential to contribute to the development of higher-level cognitive skills. In this study, case study design which is a qualitative research design was employed in collection, analysis and interpretation of data. Document analysis, a qualitative data collection method, was used for the collection of data. Maths, Turkish Language, Social Sciences and Science and Technology Curricula of Primary School were analyzed as part of document analysis. 84 acquisitions in Maths Curriculum of the 4th grade of primary school, 241 in Turkish Language Curriculum, 177 in Science and Technology Curriculum and 46 in Social Sciences Curriculum, which sum up to 548 acquisitions, were evaluated. As the result of the study, when the curricula were observed in a general frame, it was found that most of the acquisitions were included in cognitive system, while the number of those falling into the sphere of metacognitive or self-systems were quite inadequate.

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