ANALYSIS OF GEOGRAPHY ATTAINMENTS IN THE SOCIAL SCIENCES CURRICULUM OF TURKEY ACCORDING TO THE REVISED BLOOM’S TAXONOMY


BÜKEN R., ARTVİNLİ E.

ROMANIAN REVIEW OF GEOGRAPHICAL EDUCATION, vol.10, no.2, pp.89-107, 2021 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 10 Issue: 2
  • Publication Date: 2021
  • Doi Number: 10.24193/rrge220215
  • Journal Name: ROMANIAN REVIEW OF GEOGRAPHICAL EDUCATION
  • Journal Indexes: ERIC (Education Resources Information Center)
  • Page Numbers: pp.89-107
  • Eskisehir Osmangazi University Affiliated: Yes

Abstract

The purpose of this study is to examine and compare geography attainment targets in

the 6th and 7th grade Social Studies Curriculum according to the Revised Bloom’s

Taxonomy. Document analysis, one of the qualitative research methods, was used.

The 6th and 7th grade geography attainment targets of the 2018 Social Studies

Curriculum were analysed using a descriptive analysis technique. Twenty-two

attainment targets for geography in the Social Studies Curriculum were examined

using the Revised Bloom’s Taxonomy. It has been concluded that geography

attainment targets in the Social Studies Curriculum of Turkey are generally at the

lower level of thinking or cognition. This study reveals that metacognitive levels are not

reflected for geography in the Turkish Social Sciences curriculum. Paying attention to

these metacognitive criteria during curriculum updates may contribute to the

development of high-level cognitive skills for students. In this way, teachers can focus

on higher-level critical thinking skills in geography in secondary schools.