Abstract:

The purpose of this study is to examine the status of the skill-based questions in the Religious Culture and Ethics course prepared by the Ministry of National Education according to the "Knowledge" and "Cognitive Process" dimensions of the Bloom's Revised Taxonomy. The research is qualitative and a case study pattern was adopted. Instead of specifying sample, all of the skill-based questions published by the Ministry of National Education for grades 5, 6 and 7 were included in the study. The reliability of the data was determined using Miles and Huberman's reliability formula. Descriptive analysis was used in the research. As a result of the research, the following data were obtained regarding a total of 308 skill-based questions: In the "Knowledge" dimension, 71 (23.1%) of the questions are "Factual Knowledge", 236 (76.6%) are "Conceptual Knowledge" and 1 (0.3%) is "Procedural Knowledge". In the "Cognitive Process" dimension, 20 (6.5%) of the questions are in the process of "Remember", 83 (26.9%) are in the process of "Understand", 12 (3.9%) are in the process of "Apply", 191 (62%) are in the process of "Analyze", and 2 (0.6%) are in the process of "Evaluate". The most common types of questions are "Conceptual Knowledge” and “Analyze” process and there are no questions in the “Create" process and "Metacognitive Knowledge”. Based on the results of the study, it was suggested that the questions should be distributed in a balanced way and at a level that can address all types of knowledge in the "Knowledge" dimension and all processes in the "Cognitive Process" dimension of Bloom's Revised Taxonomy.

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