Usage of instructional technologies in teaching geometry: Analysis of graduate thesis written between 2000 and 2018 according to bloom taxonomy

The aim of this study is to find out which level of learning which is realized by using technology support in geometry teaching in Bloom's Cognitive field steps. For this purpose, 79 postgraduate theses scanned at the National Thesis Center and found to be suitable for the purpose were analyzed by content analysis. In addition to the cognitive step in which content learning takes place, the technology support used in these theses, sample selection methods, sample sizes, sample levels, research methods, data collection tools, data analysis methods, and the years in which the theses are prepared are analyzed one by one. In order to analyze these data, Thesis Thematic Structure Review Form was developed. 79 theses were analyzed with this form and the findings were reached. As a result of the research, it was preferred that the appropriate sample was more preferred in the theses, the sample group was mostly composed of middle school students, the number of samples was in the range of 31-60 frequently, higher level learning was performed in the studies conducted using qualitative research methods, success tests and attitude scales were frequently used as data collection tools. data were analyzed by t test and analysis of variance and Geogebra program was preferred frequently.