Examining the objectives of the 2015 and 2017 middle school Turkish curriculum according to the revised Bloom taxonomy and teachers' opinions

This study aimed to examine the objectives of the 2015 and 2017 middle school Turkish curriculum according to the revised Bloom taxonomy, and investigate the teachers' opinions about the Turkish curriculum and its objectives. In the study, qualitative approach was carried out by using case study method and as data sources document analysis method -one of the qualitative research methods- and semi-structured interview form were used. In the scope of the research total of 582 cognitive domain objectives, including 293 in the 2015 curriculum and 289 in 2017 curriculum were examined. The objectives were categorized by 4 different researchers, and the expert was consulted in case of doubt. Besides a total of 14 teachers, half of whom were male and half were female, were interviewed. Descriptive analysis was used in the study. As a result of the research, it was found that the objectives of the 2017 Turkish curriculum did not differ from the objectives of the Turkish Curriculum in 2015; in both curriculum the "Conceptual " and "Procedural" knowledges were emphasized in the knowledge dimension, however, no place was given to metacognitive knowledge, and in the cognitive process dimension "Remember" and "Evaluation" were not sufficently stated. As a result of the interviews, the teachers stated that the biggest change in the 2017 Turkish curriculum was in the field of grammar, and that the number of classroom activity was increased in the new program. Teachers also commented that they don't have enough knowledge about taxonomic levels of objectives and metacognitive skills. According to the results of the research, it may be suggested that the "Evaluation" of cognitive process dimension and metacognitive knowledge should be given more place in taxonomic acquisitions; and teachers should be informed about the taxonomic levels of achievements and metacognitive skills.