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Bu araştırmanın amacı 2018 yılında yayınlanan Sosyal Bilgiler Dersi Öğretim Programında yer alan kazanımları Revize Edilmiş Bloom Taksonomisi’ne göre analiz etmektir. Bu amaç doğrultusunda söz konusu olan sınıf seviyelerinde ve beceri alanlarında yer alan 131 kazanım Revize Edilmiş Bloom Taksonomisi açısından incelenip analiz edilmiştir. Araştırmanın modeli betimseldir ayrıca nitel araştırma yöntemi özellikleri taşımaktadır. Araştırmanın veri kaynağını 2018 yılında MEB Talim Terbiye Kurulu Başkanlığı tarafından yayımlanan Sosyal Bilgiler Öğretim Programı oluşturmaktadır. Elde edilen veriler, doküman analizi yaklaşımına göre analiz edilip düzenlenmiştir. Bu doğrultuda araştırmacılar tarafından Revize Edilmiş Bloom Taksonomisi tablosu kullanılarak Sosyal Bilgiler Öğretim Programında bulunan kazanımlar analiz edilmiştir. Araştırmadan elde edilen bulgulara göre 4. Sınıf kazanımlarının çoğunlukla bilişsel süreç boyutuna göre anlama basamağında, bilgi birikimi boyutuna göre kavramsal bilgi boyutunda yer aldığı tespit edilmiştir. 5. Sınıf kazanımlarının çoğunlukla bilişsel süreç boyutuna göre anlama basamağında, bilgi birikimi boyutuna göre kavramsal bilgi boyutunda yer aldığı tespit edilmiştir. 6. Sınıf kazanımları incelendiğinde özellikle bilişsel süreç boyutunda anlama ve analiz düzeyinde kazanımların çoğunlukta olduğu saptanmıştır. 7. Sınıf kazanımlarının ise genellikle bilişsel süreç boyutunda anlama ve analiz, bilgi birikimi boyutunda kavramsal bilgi boyutunda yer aldığı saptanmıştır. Araştırmadan hareketle kazanımların genellikle alt düzey basamaklarda yer aldığı ve daha üst düzey basamaklarda da kazanım sayısının arttırılması önerilmektedir.
The aim of this research is to analyze the achievements of the Social Information Course Teaching Program published in 2018 according to the Revised Bloom Taksonomy. 131 achievements in the class levels and skills fields concerned for this purpose have been studied and analyzed in terms of Revised Bloom Taksonomy. The research model is imagistic and also carries the characteristics of the quality research method. The data source of the research is the Social Information Teaching Program, published by the MEB Teaching Board President in 2018. The data obtained was analyzed and organized according to the document analysis approach. In this direction, researchers analyzed the achievements found in the Social Information Curriculum using the Revised Bloom Taksonomy Table. According to the results of the research, 4. Class achievements are mostly found in the understanding stage according to the size of the cognitive process, and the size of the knowledge accumulation is found in the conceptual dimension of the knowledge. and 5. Class achievements are mostly found in the understanding stage according to the size of the cognitive process, and the size of the knowledge accumulation is found in the conceptual dimension of the knowledge. 6 . When class achievements are studied, it is found that the achievements are mostly at the level of understanding and analysis, especially in the dimensions of the cognitive process. The 7. Class achievements are often found in understanding and analysis in the dimensions of the cognitive process, and in the dimensions of knowledge accumulation in the dimensions of conceptual knowledge. The research suggests that the number of gains is increased in the lower stages where gains are usually found and the number of gains is increased in the higher stages.
The aim of this research is to analyse the objectives in the Social Studies Curriculum published in 2018 according to the Revised Bloom Taxonomy. For this purpose, the 131 objectives in class areas and skill areas, which were mentioned in the above, were examined and analysed in terms of Revised Bloom Taxonomy. The model of the research is descriptive and also features qualitative research methods. The data source of the research is the Social Studies Curriculum published by the Ministry of Education Board of Education in 2018. The obtained data were analysed and arranged according to the document analysis approach. In this direction, the objectives in the Social Studies Curriculum were analysed by the researchers using the Revised Bloom Taxonomy table. According to the findings obtained from the research, it was determined that the 4th grade objectives mostly take place in conceptual information dimension according to the cognitive process dimension, according to the dimension of knowledge accumulation. It has been found that the 5th grade objectives mostly take place in conceptual information dimension according to the dimension of knowledge accumulation in the understanding step according to the cognitive process dimension. When the 6th grade objectives were examined, it was determined that the objectives in understanding and analysis level in the cognitive process dimension are mostly in the majority. 7th grade objectives were found to be in the dimension of conceptual knowledge in the dimension of understanding and analysis, knowledge accumulation in the cognitive process dimension. Hence, it is suggested that the objectives usually take place in lower levels and that the number of objectives in higher levels should be increased.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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