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Bu araştırmanın amacı, İlkokul Matematik Öğretim Programında yer alan kazanımların Yenilenmiş Bloom Taksonomisine göre taksonomik düzeylerini belirlemektir. Araştırmada nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Araştırma verileri, 2018 yılında güncellenen İlkokul Matematik Dersi Öğretim Programı kazanımlarından elde edilmiştir. Çalışmada 2018 yılında yayınlanan İlkokul Matematik Dersi Öğretim Programında (1. - 4.sınıflar) yer alan 229 kazanımın Yenilenmiş Bloom Taksonomisi’ne göre taksonomik düzeyleri belirlenmiştir. Verilerin analizinde içerik analizi tekniği kullanılmıştır Sınıf düzeyinde kazanımlar Yenilenmiş Bloom Taksonomisine göre incelenmiş, kazanımlar taksonominin alt basamaklarına göre karşılıkları belirlenmiş ve frekans olarak listelenmiştir. Araştırma bulgularına göre, İlkokul Matematik Öğretim Programında yer alan 1-4.sınıf ders kazanımların alt düzey bilişsel basamakları içeren uygulama, anlama ve hatırlama gibi alt düzey basamaklarda yoğunlaştığı, analiz, yaratma ve değerlendirme gibi üst düzey bilişsel basamakları içerin kazanımların az olduğu belirlenmiştir. Araştırma bulguları ilkokulda sınıf düzeyinde öğrencilere yönelik hazırlanan kazanımlarda üst düzey bilişsel basamakları içeren kazanımlara da daha fazla yer verilmesi önerilmiştir.
The purpose of this research is to determine the taxonomic levels of the achievements included in the Primary School Mathematics Teaching Program according to the Updated Bloom Taksonomy. In the research methods of quality research is used document examination. The research data is obtained from the achievements of the Primary School Mathematics Course Teaching Program, which was updated in 2018. The study was published in 2018 in the Primary School Mathematics Teaching Programme (1). The taxonomic levels are determined according to the Renovated Bloom Taxonomy of the 229 earnings listed in Classes 4. In the analysis of data the content analysis technique was used Class-level achievements were studied according to the Updated Bloom Taksonomy, achievements were determined according to the lower stages of the taxonomy and listed as frequencies. According to the research findings, the 1-4.class course achievements included in the Primary School Mathematics Teaching Program focused on lower-level levels such as application, understanding and memory, which include lower-level cognitive stages, the high-level cognitive stages such as analysis, creation and evaluation have been determined that there are little content achievements. The research findings were suggested to give more space to the achievements containing higher-level cognitive stages in the prepared achievements for students at the classroom level in primary school.
The purpose of this research is to determine the taxonomic levels of the acquisitions in Primary School Mathematics Teaching Program according to the revised Bloom Taxonomy. Qualitative research methods used in the research documented review. In this study, the qualitative research approach was adopted and the research data were collected by the technique of document review. The research data were derived from the acquisitions of the Elementary School Mathematics Curriculum updated in 2018. The taxonomic levels of the 229 acquisitions in the study, which were published in the Primary School Mathematics Teaching Program (1st - 4th grades) published in 2018, were determined according to the Revised Bloom Taxonomy. In the analysis of the data, content analysis technique was used. Classroom acquisitions have been examined according to the revised Bloom Taxonomy; the equivalents of the acquisitions are determined according to the lower steps of the taxonomy and are listed as frequency. According to research findings, it was determined that the acquisitions of 1-4th-grade course in Primary School Mathematics Teaching Program are concentrated in lower level steps such as application, understanding, and remembering which includes lower level cognitive steps, and acquisitions including higher-level cognitive steps such as analysis, creation, and evaluation. The research findings suggest that higher grade cognitive steps should be included in the acquisitions prepared for the students at the class level in primary school.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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