Abstract:

This study aims to analyse Grade 8 objectives in the year 2018 Mathematics and Sciences curricula, and the compatibility between the 2021-2022 academic period textbooks of the Ministry of National Education (MEB) and the year 2019, 2020, 2021 and 2022 High School Placement Exam (LGS) questions according to Original Bloom Taxonomy. The 52 objectives specified under Grade 8 Mathematics Curriculum and the 61 objectives specified under Grade 8 Sciences Curriculum as well as the review questions at the end of modules and units of the Mathematic textbooks and Science textbooks were analysed against the 160 LGS questions posed under the science examination section in the years 2019, 2020, 2021 and 2022 in order to gather data. Analysis of Grade 8 Mathematics Curriculum has shown that largest objectives were observed in practice (f= 20) and comprehension (f= 18) stages. Analysis of Grade 8 Sciences Curriculum has shown that objectives in this domain were observed to be at knowledge stage for eight objectives, at comprehension stage for 25 objectives, at practice stage for seven objectives, at analysis stage for three objectives, at synthesis stage for eight objectives and at assessment stage for six objectives. It is found that objectives under both curricula cover multiple cognitive domain stages. Study data has led to identification of no affective objective among mathematics objectives, while two affective and two psychomotor domain objectives were identified among science objectives. Analysis of both curricula reveal that the objectives under the curricula and questions in the textbooks are supportive regarding LGS questions aimed at comprehension and practice stages, but insufficient for questions aimed at analysis and assessment stages which require higher level cognitive skills.

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