文章基本信息

标题：Ortaöğretim Kimya Dersi Öğretim Programı Kazanımlarının Yapılandırılmış Bloom Taksonomisine Göre Analizi ve Değerlendirilmesi
本地全文：下载
作者：S. Levent ZORLUOĞLU ; Aydın KIZILASLAN ; Mustafa SÖZBİLİR 等
期刊名称：Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education
印刷版ISSN：1307-6086
出版年度：2016
卷号：10
期号：1
页码：260
DOI：10.17522/nefefmed.22297
出版社：Necatibey Faculty of Education
摘要：This study aims to analyze and evaluate high school chemistry curriculum learning outcomes according to revised Bloom’s Taxonomy. Analysis of the learning outcomes were carried out at three stages. At the first stage, in order to set up a valid and reliable analysis a sample unit “Chemistry as a Science” from grade 9 was performed by the authors individually and then the differences between the individual results discussed to reach an agreement. At the second stage, the rest of the units were shared among the authors and analyses were performed individually. At the last stage, samples were selected among the analyzed learning outcomes from different grades and units then compared to see the concurrency of analyses among the researchers. Inter-rater reliability coefficient was calculated as .81, indicating an acceptable reliability. The results showed that although learning outcomes are dominated mostly by conceptual dimension all sub dimensions of the knowledge dimension are evident such as factual (25%), conceptual (59%), procedural (11%) and metacognitive (5%) knowledge. However, regarding the cognitive process domain of the taxonomy, the results showed that learning outcomes corresponds to remember (7%), understand (67%), apply (5%), analyze (20%) and evaluate (1%). As seen from the results majority of the learning outcomes are focused on understand and there is no learning outcomes for create dimension.
关键词：High School Chemistry Curriculum; Bloom Taxonomy; Analyze; Evaluate