Examination of the end-of-chapter questions in the chemistry units found in the science textbook according to the Revised Bloom's Taxonomy

In this research, the end-of-chapter questions in the chemistry units in the 5th, 6th, 7th and 8th grade science textbooks were examined according to the revised Bloom's taxonomy. The document analysis method, which is one of the qualitative research methods, was used in the research. A total of 239 questions were classified based on the cognitive process dimension of the revised Bloom's taxonomy. Obtained data are presented in tables as percentage and frequency. As a result of the research, the following points were determined: The percentage of questions measuring high-level skills is considerably lower than the percentage of questions measuring low-level skills. The questions found in the lower level cognitive domain steps are generally questions belonging to the remembering step. The rate of questions for the application step is very low. In the metacognitive steps, the most questions are the questions belonging to the analysis step. The percentage of questions related to the creation step is quite low. There are no questions related to the evaluation step. Keywords: Science Education, Revised Bloom's Taxonomy, Question Analysis