Investigation of 2018 Science curriculum 5-8th grade acquisitions according to the Revised Bloom's Taxonomy and teachers' views about the curriculum

Curriculum; it provides teachers, students, administrators and other stakeholders with a blueprint of key competencies and standards. For this reason, curriculum studies in education play an important role in increasing the quality and qualification. Evaluation of these programs put into practice is also important for the functioning of the program. Bloom's taxonomy is a classification method that is frequently used for this purpose and is used to evaluate program acquisitions, course activities and exam questions. In this study, it is aimed to evaluate the acquisitions of 2018 Science Curriculum 5-8th grades according to the knowledge and cognitive process dimensions of Bloom's revised taxonomy. In addition, the views of science teachers about the program were gotten. In collecting the data of the study, the 2018 Science Curriculum and a semi-structured interview form applied to 25 science teachers were used. In the study, document analysis, one of the qualitative research methods, was used. Also, descriptive analysis was used in the evaluation of the data obtained from the semi-structured interview form. In the analysis of the data, the reliability calculations of the researcher's and the expert's findings were made and the reliability for the acquisitions was 0.87; for the data obtained from the interview form, it was calculated as 0.88. In the study, a total of 223 acquisitions in 5-8th graders were analyzed. However, 4 of these acquisitions were not taken into account since they were in the affective domain. The noun expression in the acquisitions belongs to which of the four levels (factual, conceptual, procedural, and metacognitive) in the knowledge dimensions, and the verb (action) expression in the acquisitions is also determined from the six levels (remembering, understanding, applying, analyzing, evaluating, and creation) in the cognitive process dimensions were examined in terms of which they corresponded to and each acquisition was classified according to the revised Bloom's taxonomy. When the acquisitions of the 2018 curriculum were examined in terms of knowledge dimension, it was concluded that the distribution of the acquisitions to the lower levels in the knowledge dimension of the renewed Bloom taxonomy was not proportional, it was mostly concentrated on the conceptual knowledge level, and the acquisitions containing metacognitive knowledge were given a very small number of places. When the acquisitions were examined in terms of cognitive process dimensions, it was determined that the renewed Bloom taxonomy was not distributed proportionally to the sub-levels in the cognitive process dimension, and the acquisitions were mostly in the understanding level and the least in the remembering level. It has been concluded that the acquisitions in the analysis level, which is the upper-level step in the program, are also included in a limited level. According to the data obtained from the semi-structured interview form applied to 25 science teachers, it was determined that almost half of the teachers did not have knowledge about the revised Bloom taxonomy. Among the topics that teachers most frequently mention about the 2018 Science Curriculum and its acquisitions; there are statements such as disruption of the spiral structure of the program, insufficient time for engineering and design skills, insufficient course time, and the need for material and resource support. In addition, teachers stated that the 2018 program was designed to make both the teacher and the student active and was updated according to new developments. In view of the obtained results, it can be suggested that the revised Bloom's taxonomy of acquisitions should be arranged in a way that will show a more balanced distribution in all stages of both knowledge and cognitive process dimensions, and the infrastructure conditions in schools should be improved.