Examining the activities in the 5th grade "Matter and Change" and 6th grade "Matter and Heat" units in the Secondary School Science textbook according to the Revised Bloom Taxonomy

It is seen as a necessity to make the necessary renewals and arrangements within the teaching practices of the activities in the textbooks in accordance with today' s conditions. In this study, the activities in the 5th grade "Matter and Change" unit and 6th grade"Matter and Heat" units in the MEB approved science textbooks were examined and evaluated within the scope of the "knowledge dimension" and "cognitive process dimension" steps of RBT. It is important for us to know what level of support it can provide for its development. The activities were evaluated according to the "knowledge dimension" and "cognitive process dimension" steps of RBT. Although this research is a qualitative study within the scope of the study design, the document review method was used for data collection and analysis, and these data were analyzed on the basis of the descriptive analysis method. As a result of this study, the avctivities in the 5th and 6th grade science textbooks; When evaluated within the scope of "knowledge dimension" of RBT, 60% of the activities are "procedural information", 21.4% "metacognitive information" , 14.2% "conceptual information" , since most of the activities include activities that require experimentation based on student activity in the learning and teaching environment and 14.2% in the "factual information" level. As a result of the examinations made in the cognitive process dimension steps of RBT, 47.6% of the related activities were "understanding", 23.8% "application", 16.6% "analysis", 9.5% "evaluation" and 2.3% were at the "creation" stage. In this related study, the researcher; with the examination and evaluation of science activities according to the "knowledge dimension" and "cognitive process dimension" steps of RBT, it is seen that the activities in the "knowledge dimension" and "cognitive process dimension" levels include the skills at the lower level to a large extent and a balanced ratio is added to the steps of RBT concluded that there was no distribution.