Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programı Kazanımlarının Yenilenmiş Bloom Taksonomisine Göre İncelenmesi

Year 2020, Volume: 49 Issue: 2, 1061 - 1097, 28.10.2020

Gülcan Öztürk , Ayşen Karamete Gülcan Çetin

Abstract

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.

Keywords

Yenilenmiş Bloom Taksonomisi, Bilişim Teknolojileri ve Yazılım Dersi, Program, Kazanım

An Analysis of Learning Outcomes in Information Technologies and Software Curriculum based on Revised Bloom’s Taxonomy

Abstract

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.

Keywords

Revised Bloom’s Taxonomy, Information Technologies and Software course, Curriculum, Learning outcomes

References

• Akbulut Taş, M., & Karabay, A. (2019). Examining pre-service teachers’ analysis skills of instructional objectives according to revised Bloom’s taxonomy. Hacettepe University Journal of Education, Advance online publication. doi: 10.16986/HUJE.2019050097
• Aktan, O. (2020). Investigation of primary school mathematics curriculum lesson acquisitions according to renewed Bloom taxonomy. Pamukkale University Journal of Education, 48, 15-36. doi: 10.9779/pauefd.523545
• Altıntaş, Y. D., & Yanpar Yelken, T. (2016, May 30-June 2). İlköğretim 8. sınıf matematik dersi kazanımlarının yenilenmiş Bloom Taksonomisi’ne göre analiz edilmesi ve ilköğretim matematik öğretmenliği lisans ve yüksek lisans öğrencilerinin kazanımları analiz edebilme düzeyleri [Analyzing primary 8th grade mathematics course acquisitions according to the Revised Bloom Taxonomy and analyzing the achievements of undergraduate and graduate students in primary mathematics teaching]. Paper presented at the XVIII Congress AMSE-AMCE-WAER Teaching and Training Today for Tomorrow, Eskişehir, Turkey. Retrieved from https://www.amse-amce-waer.org/copie-de-xviiie-congres-eskisehir-2
• Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.), Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Abridged Edition). New York: Longman.
• Arseven, A., Şimşek, U., & Güden, M. (2016). The analysis of geography course written exam questions according to revised Bloom’s taxonomy. Sivas Cumhuriyet University Faculty of Literature Journal of Social Sciences, 40(1), 244-257.
• Aslan Efe, H., & Efe, R. (2018). Comparison of the 9th grade biology course curriculum objectives according to the revised Bloom taxonomy: Years of 2013, 2017 and 2018. International Journal of New Trends in Arts, Sports & Science Education, 7(3), 1-10. Retrieved from http://www.ijtase.net/ojs/index.php/IJTASE/article/view/828/770
• Avşar, G., & Mete, F. (2018). Classification of actions used in Turkish teaching programs according to the revised Bloom taxonomy. Karaelmas Journal of Educational Sciences, 6(1), 75-87. Retrieved from http://ebd.beun.edu.tr/index.php/KEBD/article/view/151
• Ayvacı, H. Ş., & Türkdoğan, A. (2010). Analyzing “science and technology course exam questions” according to revised Bloom taxonomy. Journal of Turkish Science Education, 7(1), 13-25. Retrieved from http://tused.org/index.php/tused/article/view/500
• Ayvacı, H. Ş., Yamak, S., & Duru, M. K. (2018). Analysis of 2016 LYS and YGS physics questions according to Bloom taxonomy and outcomes in the curriculum. Çukurova University Faculty of Education Journal, 47(2), 798-832. doi: 10.14812/cuefd.272368
• Barut, E., & Kuzu, A. (2017). The comparison of Turkey and UK’s information technologies curriculum in the context of objectives, acquisition, activities, measurement and evaluation. Trakya Journal of Education, 7(2), 721-745. doi:10.24315/trkefd.303156
• Başbay, M. (2007). The effect of project based instruction on learning outcomes designed according to the revised taxonomy in the instructional design course. Ege Journal of Education, 8(1), 65-88. Retrieved from https://dergipark.org.tr/tr/pub/egeefd/issue/4914/67274
• Başol, G., Balgalmış, E., Karlı, M. G., & Öz, F. B. (2016) Content analysis of TEOG mathematics items based on MONE attainments, TIMSS levels, and reformed Bloom taxonomy. Journal of Human Sciences, 13(3), 5945–5967. doi:10.14687/jhs.v13i3.4326
• Bekdemir, M., & Selim, Y. (2008). Revised Bloom taxonomy and its application in algebra area. Erzincan University Journal of Education Faculty (EUJEF), 10(2), 185-196. Retrieved from https://dergipark.org.tr/tr/pub/erziefd/issue/5997/79903
• Beyreli, L., & Sönmez, H. (2017). Research issues focused on studies concerning Bloom taxonomy and the revised Bloom taxonomy in Turkey. International Journal of Languages’ Education and Teaching, 5(2), 213-229. doi: 10.18298/ijlet.1738
• Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives. The classification of educational goals. Handbook I: Cognitive Domain. London: Longmans, Green and Co Ltd.
• Bogdan, R. C., & Biklen, S. K. (2007). Research for education: An introduction to theories and methods (Fifth edition). Boston: Pearson Allen & Bacon.
• Bozdemir, H., Ezberci Çevik, E., Kurnaz, M. A., & Yaz, Ö. V. (2019). A comparative examination of science achievements in life studies course curricula of 2009, 2015 and 2018 according to the revised Bloom’s taxonomy: the case of Turkey. Acta Didactica Napocensia, 11(2), 17-32. doi: 10.24193/adn.12.1.2
• Bümen, N. T. (2006). A Revision of the Bloom’s taxonomy: A turning point in curriculum development. Education and Science, 31(142), 3-14. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/837
• Bümen, N. T. (2007). Effects of the original versus revised Bloom’s taxonomy on lesson planning skills: A Turkish study among pre-service teachers. Review of Education, 53, 439-455. doi: 10.1007/s11159-007-9052-1
• Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37–46.
• Çalık, B., & Aksu, M. (2018). A systematic review of teachers’ questioning in Turkey between 2000-2018. Elementary Education Online, 17(3), 1548-1565. doi: 10.17051/ilkonline.2018.466389
• Çelik, S., Kul, Ü., & Çalık Uzun, S. (2018). Using Bloom’s revised taxonomy to analyze learning outcomes in mathematics curriculum. Abant Izzet Baysal University Journal of Faculty of Education, 18(2), 775-795. doi: 10.17240/aibuefd.2018.18.37322-431437
• Çintaş Yıldız, D. (2015). The analysis of Turkish course exam questions according to re-constructed Bloom’s taxonomy. Gaziantep University Journal of Social Sciences, 14(2), 479-497. doi: 10.21547/jss.256771
• Doğan, Y., & Burak, D. (2018). An investigation of the 4th grade science course’s acquisitions according to the revised Bloom’s taxonomy. Mediterranean Journal of Educational Research, 12(23), 34-56. doi: 10.29329/mjer.2018.138.3
• Durmuş, B. (2017). The evaluation of the 4th grade religious culture and moral knowledge course’s teaching program outcomes according to Bloom’s and the revised Bloom’s taxonomies. Mediterranean Journal of Educational Research, 11(21), 44-58. Retrieved from http://mjer.penpublishing.net/makale_indir/365
• Eke, C. (2015). Determination of objectives of waves topics according to the revised Bloom’s taxonomy. Journal of Research in Education and Teaching, 4(2), 345-353. Retrieved from http://www.jret.org/FileUpload/ks281142/File/35.canel_eke.pdf
• Erdoğan, T. (2017). The view of primary school fourth grade students and teachers’ questions about Turkish language lessons in the terms of the revised Bloom taxonomy. Education and Science, 42(192), 173-191. doi: 10.15390/EB.2017.7407
• Eroğlu, D., & Sarar Kuzu, T. (2014). The evaluation of the grammar acquisitions and questions in Turkish course books with respect to new Bloom taxonomy. Başkent University Journal of Education, 1(1), 72-80. Retrieved from http://buje.baskent.edu.tr/index.php/buje/article/view/12/13
• Gezer, M., Şahin, İ. F., Öner Sünkür, M., & Meral, E. (2014). An evaluation of the outcomes of the 8th grade history of Turkish revolution and Kemalism lesson according to revised Bloom’s taxonomy. Bartin University Journal of Faculty of Education, 3(1), 433-455. doi: 10.14686/BUEFAD.201416226
• Graham, M., Milanowski, A., & Miller, J. (2012). Measuring and promoting inter-rater agreement of teacher and principal performance ratings. Center for Educator Compensation Reform. Retrieved from https://files.eric.ed.gov/fulltext/ED532068.pdf
• İlhan, A., & Gülersoy, A. E. (2019). Evaluation of the achievements of 10th grade geography course curriculum according to the revised Bloom’s taxonomy. International Journal of Geography and Geography Education, 39, 10-28. doi: 10.32003/iggei.474132
• Kablan, Z., Baran, T., & Hazer, Ö. (2013). A study of the target behaviors in the math curriculum for sixth to eighth grades in reference to cognitive processes. Ahi Evran University Journal of Kırşehir Education Faculty, 14(1), 347-366. Retrieved from http://kefad.ahievran.edu.tr/Kefad/ArchiveIssues/PDF/c9916a52-3753-e711-80ef-00224d68272d
• Kala, A., & Çakır, M. (2016). Analysis of 2013 civil servant selection examination biology test questions according to teacher content knowledge competencies and revised Bloom taxonomy. International Journal of Human Sciences, 13(1), 243-260. doi:10.14687/ijhs.v13i1.3398
• Kara, H. E. (2016). Students’ cognitive levels in science subtest of undergraduate placement examination in Turkey (Master’s thesis). The program of curriculum and instruction, Ihsan Doğramaci Bilkent University, Ankara, Turkey.
• Kara, K., Karakoç, K., Yıldırım, İ., & Bay, E. (2017). Examination of “curriculum alignment” in the context of theory and practice for the 8th grade mathematics teaching. Harran Education Journal, 2(1), 26-40. doi: 10.22596/2017.0201.26.40
• Keleş, T., & Hacısalihoğlu Karadeniz, M. (2015). An analysis of mathematics and geometry questions in OSS, YGS and LYS according to the revised Bloom taxonomy between 2006-2012 years. Turkish Journal of Computer and Mathematics Education, 6(3), 532-552. doi: 10.16949/turcomat.48130
• Kocakaya, S., & Kotluk, N. (2016). Classifying the standards via revised Bloom’s taxonomy: A comparison of pre-service and in-service teachers. International Journal of Environmental and Science Education, 11(18), 11297-11318. Retrieved from http://www.ijese.net/makale/1503
• Korkmaz, F., & Ünsal, S. (2016). Analyzing a test based on Bloom’s revised taxonomy. Turkish Journal of Education, 5(3), 170-183. doi: 10.19128/turje.97805
• Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218.
• Kurtuluş, A., & Ada, T. (2017). Evaluation of mathematics teacher candidates’ the ellipse knowledge according to the revised Bloom’s taxonomy. Universal Journal of Educational Research 5(10), 1782-1794. doi: 10.13189/ujer.2017.051017
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (Second Edition). London: SAGE.
• Milli Eğitim Bakanlığı [Ministry of National Education] [MEB] (2018). Bilişim teknolojileri ve yazılım dersi öğretim programı (ortaokul 5 ve 6. sınıflar) [Information technologies and software [ITS] curriculum (secondary school fifth and sixth grade)]. Ankara, Turkey: Author.
• Mizbani, M., & Chalak, A. (2017). Analyzing listening and speaking activities of Iranian EFL textbook prospect 3 through Bloom’s revised taxonomy. Advances in Language and Literary Studies, 8(3), 38-43. doi:10.7575/aiac.alls.v.8n.3p.38
• Motlhabane, A. (2017). Unpacking the South African physics examination questions according to Bloom’s revised taxonomy. Journal of Baltic Science Education, 16(6), 919-931. Retrieved from http://oaji.net/articles/2017/987-1513971062.pdf
• Näsström, G. (2009). Interpretation of standards with Bloom’s revised taxonomy: a comparison of teachers and assessment experts. International Journal of Research & Method in Education, 32(1), 39-51. doi: 10.1080/17437270902749262
• Näsström, G. & Henriksson, W.(2008). Alignment of standards and assessment: A theoretical and empirical study of methods for alignment. Electronic Journal of Research in Educational Psychology, 6(3), 667-690. Retrieved from http://www.investigacion-psicopedagogica.org/revista/new/english/ContadorArticulo.php?216
• Nkhoma, M., Lam, T., Sriratanaviriyakul, N., Richardson, J., Kam, B. & Lau, K. (2017). Unpacking the revised Bloom’s taxonomy: Developing case-based learning activities. Education+Training, 59(3), 250-264. doi: 10.1108/ET-03-2016-0061
• Özdemir, S. M., Altıok, S., & Baki, N. (2015). The examination of social studies curriculum objectives based on revised Bloom’s taxonomy. Journal of Research in Education and Teaching, 4(3), 363-375. Retrieved from http://www.jret.org/FileUpload/ks281142/File/40.soner_mehmet_ozdemir.pdf
• Özer Keskin, M., & Aydın, S. (2011). A study of the biology questions in the 6th grade science and technology test of the level assessment examination based on the revised taxonomy. Gazi University Journal of Gazi Educational Faculty (GUJGUF), 31(3), 727-742. Retrieved from http://www.gefad.gazi.edu.tr/tr/issue/6737/90570
• Rahpeyma, A., & Khoshnood, A. (2015). The analysis of learning objectives in Iranian junior high school English textbooks based on Bloom’s revised taxonomy. International Journal of Education and Literacy Studies, 3(2), 44-55. doi: 10.7575/aiac.ijels.v.3n.2p.44
• Ruggiero, D., & Mong, C. (2013). Improving understanding of pre-service teacher experience with technology integration. The International Journal of Multimedia & Its Applications (IJMA) 5(5), 1-14. doi: 10.5121/ijma.2013.5501
• Şanlı, C., & Pınar, A. (2017). An investigation of the social sciences courses exam questions according to revised Bloom’s taxonomy. Elementary Education Online, 16(3), 949-959. doi: 10.17051/ilkonline.2017.330234
• Tanık, N., & Saraçoğlu, S. (2011). Analysis of the exam questions for the science and technology course based on revised Bloom’s taxonomy. Journal of TUBAV Science, 4(4), 235-246. Retrieved from https://dergipark.org.tr/tr/pub/tubav/issue/21525/615008
• Taşpınar, M. (2005). Kuramdan uygulamaya öğretim yöntemleri [Teaching methods from theory to practice]. Elazığ, Turkey: Üniversite Kitabevi.
• Türk Dil Kurumu [Turkish Language Association] [TDK] (2019). Güncel Türkçe sözlük [Current Turkish dictionary]. Retrieved from http://www.tdk.gov.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS.5ca207937a1f36.07554169
• Uğur, F. (2019). Evaluation of activities in secondary school level Turkish workbooks according to types of memory and revised Bloom’s taxonomy. International Education Studies, 12(4), 185-197. doi:10.5539/ies.v12n4p185
• Vick, M., & Garvey, M. P. (2011). Levels of cognitive processes in a non-formal science education program: Scouting’s science merit badges and the revised Bloom’s taxonomy. International Journal of Environmental & Science Education, 6(2), 173-190. Retrieved from http://www.ijese.net/makale/1435
• Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (6th ed.). Ankara, Turkey: Seçkin.
• Zorluoğlu, S. L., Bağrıyanık, K. E., & Şahintürk, A. (2019). Analyze of the science and technology course TEOG questions based on the revised Bloom taxonomy and their relation between the learning outcomes of the curriculum. International Journal of Progressive Education, 15(2), 104-117. doi: 10.29329/ijpe.2019.189.8
• Zorluoğlu, S. L., Güven, Ç., & Korkmaz, Z. S. (2017). Analysis of a sample according to the revised Bloom taxonomy: The draft line curriculum of secondary school chemistry 2017. Mediterranean Journal of Humanities, 7(2), 467-479. doi: 10.13114/MJH.2017.378
• Zorluoğlu, S. L., Kızılaslan, A., & Sözbilir, M. (2016). School chemistry curriculum according to revised Bloom taxonomy. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 10(1), 260-279. doi: 10.17522/nefefmed.22297