Investigation of outcomes of the 2005 science and technology teaching programme, and 2013 and 2018 science teaching programmes according to Revised Bloom and SOLO Taxonomies

Education has been one of the most important fields of societies from the past to the present. If education is considered as an investment for the future, it is necessary to prepare the individual in the best way for both the near and far future, and to provide a behavioral change on this way. In this direction, changes in education have been inevitable, and it has been taken as a basis for students to receive education within the framework of appropriate teaching programs. Teaching programs should be planned in such a way as to prepare the individual for the future in line with the determined purpose and direction. The aim of this research is to determine the distribution of outcomes obtained from 2005 Science and Technology Teaching Programme, and 2013 and 2018 Science Teaching Programmes According to Revised Bloom (RBT) and SOLO (ST) Taxonomies. The data were obtained through document analysis which is one of the qualitative research methods. For this purpose, a total of 1605 outcomes were examined, of which the numbers were 973, 330 and 302 for 2005 Science and Technology, 2013 & 2018 Science teaching programmes, respectively. Reliability of the study was calculated as 0.82 according to the formula of Miles and Huberman (1994). In the study, descriptive analysis was used for the examination of the data and a total of 1605 outcomes were investigated according to both the RBT and ST. According to the analysis findings, the outcomes in the knowledge dimension were determined mostly in conceptual and less in metacognitive knowledge dimensions. Outcomes in the cognitive process dimension were detected mostly in understanding and less in creation stages. The outcomes examined according to SOLO Taxonomy, it is noteworthy that they are predominantly at the one-way and relational, very few at the isolated structure levels. After examining the whole outcomes, it has been determined that unidirectional and relational structure levels are more heavily than isolated structure level. As a result, it has been determined that the outcomes of the 2005, 2013 and 2018 science teaching programmes are concentrated in low-level by exhibiting limited skills at high-level cognitive stages. At this point, it is suggested to prepare the teaching programmes by taking into consideration the qualifications of the students in order to develop and evaluate their high-level cognitive skills. In the light of these results, various suggestions were made to target individuals who prepare the teaching programme and work in this field. Keywords: Science teaching programme, Outcome, SOLO Taxonomy, Revised Bloom Taxonomy (RBT)