Abstract:

The changes and developments in the field of science and technology are reflected in the field of education as well as the reflections of individuals and collectivities. Parallel to the developments and changes that are taking place, changes also take place in curriculum programs. Science is a combination of science-related skills, attitudes, values, insights and knowledge necessary for individuals to develop research-questioning, critical thinking, problem solving and decision-making skills, being lifelong learners, top discipline. In 2018, the curriculum updates and changes were made in the Science Education Curriculum prepared in 2013 for the primary school students in our country. In this study, it was aimed to determine the taxonomic levels of the achievements by examining the achievements at the class level in the Elementary School Science Curriculum according to the Revised Bloom Taxonomy. Revised taxonomy consists of information and cognitive process dimensions. Renewed taxonomy consists of information and cognitive process dimensions. Qualitative research methods used descriptive case analysis in this research, which is based on the classroom-level achievements of the Elementary School Science Curriculum according to the Revised Bloom Taxonomy. The research data were obtained from the achievements of the Elementary School Science Program updated in 2018. In the analysis of the data, content analysis technique was used. Classroom-level gains were examined according to the revised Bloom Taxonomy, the gains were determined according to the lower steps of the taxonomy and listed as frequency. In the evaluation of the achievements, three field specialists and two measurement evaluation experts were consulted, and the results were evaluated in accordance with the revised Bloom Taxonomy. The research is still going on and the findings from the research will be obtained and suggestions based on the results will be developed.

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