Özet:

In 2017, the Ministry of National Education (MEB) updated all the teaching programs in the education system. Updated teaching programs have begun to be implemented from the 2018-2019 educational year. The program is scheduled to be re-updated by MEB according to the results of the implementation of the existing programmes, the opinions of stakeholders and the findings obtained from academic studies. Academic studies in which existing programs are studied for updating studies in this scope are an important source of data. The aim of this study is 2018 Primary School 4. The class social information course is the study and classification of the achievements in the curriculum according to the Bloom and Revised Bloom Taksonomy. In the study, the document examination technique was used. The documents of the study are the Social Information Course Teaching Program, which was updated in 2017 and began to be implemented in 2018. This program has created 33 achievement work data included in the 4th class level. The study and classification of the profits was carried out by two researchers according to Bloom and Revize Bloom Taksonomy. The achievements are primarily classified in cognitive, sensual and devinational fields according to Bloom Taksonomy. The achievements found in the cognitive field after this classification were reanalysed in the information and cognitive process dimensions of Revize Bloom Taksonomy with a second analysis. According to the findings obtained in the study, 27 of the 33 achievements included in the program concerned (81.8%) are cognitive, 2 (6.1%) sensual and 4 (12.%) sensual. 1) It has been found to be in the area of the devine. The 27 achievements in the cognitive field were 22.2 percent (n=6) real, 59.3 percent (n=16) conceptual, 14.8 percent (n=4) processual and 3.7 percent (n=1) supernatural information. On the other hand, when the same achievements are studied from a different perspective, it is determined that 7.4 percent of achievements (n=2) are remembered, 48.2 percent (n=13) are understood, 22.2 percent (n=6) are applied, 11.1 percent (n=3) are resolved, 3.7 percent (n=1) are assessed, and 7.4 percent (n=2) are in the dimensions of the process of creation. These findings conclude that the achievements of the relevant curriculum at the 4th grade level are focused on the cognitive field and that the achievements focused on the cognitive field are mainly focused on lower-level thinking skills. 4–7 of the Social Education Programme. Because it is an integrated program that covers the classes, it is recommended that similar studies are performed at different classes and integrated with the findings obtained in this study in order to get more evidence about the overall structure of the program.