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Bu çalışmada, Türkiye’de ortaokullardaki Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programı kazanımlarının yenilenmiş Bloom taksonomisine göre analiz edilmesi amaçlanmıştır. Çalışma, nitel araştırma yöntemlerinden doküman incelemesi yöntemine göre yürütülmüştür. Çalışmada 75’i beşinci sınıf, 77’si altıncı sınıf düzeyinde toplam 152 kazanım, bilgi ve bilişsel süreç şeklinde iki boyutlu olarak tanımlanan yenilenmiş Bloom taksonomisine göre incelenmiştir. Veriler betimsel analiz yöntemi kullanılarak analiz edilmiştir. Çalışma sonucunda, incelenen kazanımların çoğunlukla yenilenmiş Bloom taksonomisinin bilgi boyutu açısından işlemsel bilgi kategorisinde olduğu; bilişsel süreç boyutu açısından ise anla(mak) ve uygula(mak) kategorisinde olduğu belirlenmiştir. Bilgi boyutuna göre yapılan analizler sınıf düzeyine göre karşılaştırıldığında, altıncı sınıf programındaki kazanımlarda beşinci sınıf kazanımlarına kıyasla olgusal bilgi kategorisine daha az vurgu yapıldığı, üstbilişsel bilgi kategorisine göre ise daha fazla vurgu yapıldığı görülmüştür. Bilgi boyutunun kavramsal bilgi ve işlemsel bilgi kategorilerine, sınıf düzeyi düzeyine göre farklı vurgu yapılmadığı sonucuna ulaşılmıştır. Bilişsel süreç boyutuna göre yapılan analizler sınıf düzeyine göre karşılaştırıldığında, sınıf düzeyi arttıkça değerlendir(mek) kategorisine daha fazla vurgu yapıldığı, hatırla(mak) kategorisine daha az vurgu yapıldığı; anla(mak), uygula(mak), çözümle(mek) ve yarat(mak) kategorilerine ise sınıf düzeyine göre farklı vurgu yapılmadığı sonuçlarına ulaşılmıştır.
This study aimed to analyze the learning outcomes within the Information Technologies and Software curriculum of middle schools in Turkey on the basis of the Revised Bloom's Taxonomy. The study was conducted through document analysis being a method of qualitative research. In the study, a total of 152 learning outcomes - 75 from the fifth grade and 77 from the sixth grade - were examined based on the Revised Bloom's Taxonomy which is depicted as a two-dimensional categorization representing the knowledge and the cognitive process. The data were analyzed using descriptive analysis method. The general results of the analyses indicated that the learning outcomes examined in this study were usually related to the procedural knowledge category of the knowledge dimension and the understanding and application categories of the cognitive process dimension. When the analyses done within the knowledge dimension were compared with respect to the grade level, it was recorded that the fifth-grade learning outcomes placed more emphasis on the factual knowledge category than the sixth-grade learning outcomes did. On the other hand, the metacognitive knowledge category received more emphasis from the sixth-grade learning outcomes than those of the fifth grade. It was also seen that the emphasis placed on the conceptual and procedural knowledge categories did not differ by the grade level. When the analyses done within the cognitive process dimension were compared with respect to the grade level, it was discovered that the higher the grade level was, the more emphasis was placed on the evaluated category while the less emphasis was placed on the remember category. However, there were no differences in the understanding, apply, analyze, and create categories by the grade level.
This study aimed to analyze the learning outcomes within the Information Technologies and Software curriculum of middle schools in Turkey on the basis of the Revised Bloom’s Taxonomy. The study was conducted through document analysis being a method of qualitative research. In the study, a total of 152 learning outcomes - 75 from the fifth grade and 77 from the sixth grade - were examined based on the Revised Bloom’s Taxonomy which is depicted as a two-dimensional categorization representing the knowledge and the cognitive process. The data were analyzed using descriptive analysis method. The general results of the analyzes indicated that the learning outcomes examined in this study were usually related to the procedural knowledge category of the knowledge dimension and the understand and apply categories of the cognitive process dimension. When the analyses done within the knowledge dimension were compared with respect to the grade level, it was recorded that the fifth-grade learning outcomes placed more emphasis on the factual knowledge category than the sixth-grade learning outcomes did. On the other hand, the metacognitive knowledge category received more emphasis from the sixth-grade learning outcomes than those of the fifth grade. It was also seen that the emphasis placed on the conceptual and procedural knowledge categories did not differ by the grade level. When the analyses done within the cognitive process dimension were compared with respect to the grade level, it was discovered that the higher the grade level was, the more emphasis was placed on the evaluate category while the less emphasis was placed on the remember category. However, there were no differences in the understand, apply, analyze, and create categories by the grade level.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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