Özet:

The field of culture and heritage learning in the social information course is associated with values such as cultural heritage sensitivity, patriotism and aesthetics and the skills such as time-chronology perception, change and continuity perception, research, use of evidence. These values and skills are the kind in which individuals can turn the information they learn directly into action, use it in their lives and think analytically. Therefore, it is important that students first learn a knowledge and then create a process that ensures that they can employ this information. The aim of this research is to achievements in the field of culture and heritage learning in the social information curriculum published by MEB in 2018 with 4, 5, 6 and 7. The evaluation questions in the relevant learning field in the classrooms are comparatively analyzed in terms of Bloom taxonomy. The research, along with the achievements in the curriculum, has been attempted to identify the scale of the cognitive field to be measured by analyzing the evaluation questions in the end of the subject. This study is designed as a quality research based on the document review. A total of 112 assessment questions in the relevant learning field have been analyzed in the 19 achievements and curriculum in the field of culture and heritage learning in the curriculum. As a result of the interpretation of the findings obtained in the research, the social information course is basically historically focused and the culture and heritage learning field where the students are aimed at the formation of national consciousness by preserving cultural heritage, the achievements in the curriculum are mostly in the highest level of cognitive scale, and the majority of the evaluation questions in the curriculum are in the lowest level of cognitive scale.

Özet:

The Cultural and Heritage learning area in the Social Studies course is based on values such as sensitivity to cultural heritage, patriotism and aesthetics, and associated with skills such as perception of time-chronology, perception of change and continuity, research and use of evidence. These values and skills are the kinds that an individual can directly turn the information they learned into action, use them in their lives and think analytically. Therefore, it is important to create a process that allows students to learn the information first and then to get them to use this information. The aim of this research is to provide a comparative analysis of the outcomes in the field of Culture and Heritage learning in the Social Studies Teaching Program published by MoNE in 2018, and the assessment questions in the 4th, 5th, 6th, and 7th grades together with the evaluation questions in the course textbook of the course in terms of Bloom taxonomy. In the study, the outcomes in the teaching program as well as the evaluation questions at the end of the units were analyzed and the cognitive domain step that was intended to be measured were tried to be determined. This study is designed as a qualitative research based on document analysis 19 outcomes in the teaching program of the field of Culture and Heritage learning and a total of 112 evaluation questions in the textbook of the relevant learning area were analyzed. As a result of the interpretation of the findings of the study; in the field of Culture and Heritage learning, which is mainly history-oriented within the scope of social studies course and aims to raise national consciousness by preserving cultural heritage in students, the majority of the outcomes in the teaching program were found to be in the higher level cognitive domain and the majority of the evaluation questions in the textbooks were found to be in the lower level cognitive field level.

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