Abstract:

The purpose of the work is 10. The Class Geography Course Curriculum (2018) is to reveal the distribution and level of the achievements to units according to the renewed Bloom taxonomy. The research was carried out using the document examination method. The research is 10. There are 34 studies in the classroom geography curriculum. The reliability ratio of the study was 0.79. According to the results of the analysis, natural systems, human systems, global environment, environment and community units are more placed on the level of conceptual knowledge, while the level of processual knowledge is less placed on the level of knowledge, and the level of knowledge is less placed on the level of knowledge. It is determined that in the dimensions of the cognitive process, the achievements are placed at the highest level of understanding, while the achievements are not placed at the level of memory, application and creation. It has been revealed that gains do not have a homogeneous distribution and that gains related to the highest level of knowledge and dimensions of cognitive processes that provide effective learning are insufficient. The achievements of the Geography Course Teaching Program should be reorganized according to the high-level knowledge and cognitive process stages that enable students to do more mental activities. In this regard, the students should be engaged in practices and activities that will improve their skills and creativity using higher-level knowledge and cognitive processes. It is also useful for teachers to be passed through service training that allows them to train themselves with such training. A booklet to guide teachers should be prepared. We hope that our research will contribute to the work that will be done later.

Abstract:

The aim of this study is to determine the level of distribution of 10th-grade geography curriculum achievements in units according to the revised Bloom's taxonomy and that how a trend is observed. The research was carried out using the document review method. Within the scope of the research, the 34 achievements of the 10th-grade Geography course curriculum were investigated. The reliability coefficient of the study was determined as 0.79. According to the findings of the analysis, the conceptual knowledge achievements is mostly involved in the unit of natural systems, human systems, global environment, environment, and social learning. The procedural knowledge is least involved, also there is no achievement at the metacognitive knowledge level. In the cognitive process dimension, the “understand” achievement is involved at most, and the “evaluate” achievement at least, also we determined that there are no achievements at the level of “remember”, “apply” and “create”. We found that the achievements are not homogeneous and that there is not enough care for achievements related to the higher level knowledge and cognitive process dimensions activating students' learning. The achievements of the geography curriculum should be rearranged according to the higher level of knowledge and cognitive process dimension providing that students perform more mental activities. In this respect, applications and activities should be included in the geography curriculum to improve students' skills and creativity by using high-level knowledge and cognitive processes. It is also useful for teachers to undergo in-service training that allows them to train themselves through such training. A booklet should be prepared to guide teachers about that. We hoped that the study will contribute to the further works.  

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