Abstract:

This study aims to examine the acquisitions of the 2018 Science Curriculum 5-8th grades according to the knowledge and cognitive process dimensions of the revised Bloom’s Taxonomy. In addition, the views of science teachers about the program were gotten. Document analysis, one of the qualitative research methods, was used to examine the acquisitions, and the case study method was used to obtain teachers’ views. The 2018 Science Curriculum and a semi-structured interview form applied to 25 science teachers were used to collect the study’s data. When the acquisitions of the 2018 curriculum were examined in terms of knowledge dimension, it was concluded that the distribution of the acquisitions to the lower levels in the knowledge dimension of the revised Bloom’s taxonomy was not proportional; it was mainly concentrated on the conceptual knowledge level, and the acquisitions containing metacognitive knowledge were given a minimal number of places. When the acquisitions were examined regarding cognitive process dimensions, it was determined that the revised Bloom’s Taxonomy was not distributed proportionally to the sub-levels in the mental process dimension. The acquisitions were mainly in the understanding and the least in the remembering levels. It has been concluded that the acquisitions in the analysis level, which is the upper-level step in the program, are also included in a limited group. According to the data obtained from the interview form, among the topics that teachers most frequently mention about the curriculum and its acquisitions are statements such as disruption of the spiral structure of the program, insufficient time for engineering and design skills, insufficient course time, and the need for material and resource support. Because of the obtained results, it can be suggested that the revised Bloom’s taxonomy of acquisitions should be arranged in a way that will show a more balanced distribution in all stages of knowledge and cognitive process dimensions.

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