Investigation of the evaluation questions in 5th6 th7 thand 8thgrade science textbooks according to revised bloom's taxonomy

The aim of this study is to examine the end-of-unit evaluation questions of the 5th, 6th, 7th and 8th grade National Education Sciences book in primary education according to the knowledge and cognitive process dimensions of the Revised Bloom Taxonomy. Science Curriculum of the 5, 6, 7, 8th Grades Science Education has been prepared by the Ministry of National Education, the Board of Education and Discipline of Republic of Turkey under the curriculum reforms in 2018. Eight hundred forty-eight questions were evaluated and classified to generate a table to consider the knowledge and cognitive dimension of the Revised Bloom Taxonomy. The taxonomy table in learning plans, the consistency among the learning, teaching and evaluation parameters had been able to evaluate clearly. Data of this study were obtained with accessing the documents which are handled with document analysis of qualitative data, and in the process of obtaining data by using the document analysis method. The external reliability of the research was calculated with the Cohen Kappa Coefficient and it has been reached that K= 0.92. Internal validity was 0.95 according to the Miles and Huberman calculations. The classification of the questions were performed according to the results of previously published studies, and the criteria in the book of "A Taxonomy for learning, teaching and Assesing" which was written by Anderson and translated into Turkish by Özçelik in 2010.Evaluation of the results was performed with considering the percentage and frequencies of the findings. As a result of this study, it has been reached that the questions in the lower-level cognitive domain steps were higher and the questions in the higher-level cognitive domain steps were less in this education program. When the 5th Grade Science Textbook (BSFBDK) unit evaluation questions are investigated according to the cognitive level of the Revised Bloom Taxonomy, 89 of 192 questions were belong to the remembering level. If these questions were evaluated according to the information dimension 89 of these 192 questions were belong to factual knowledge level. When we evaluate the 5th grade units as a whole, we see that the majority of the questions belong to the lower-level cognitive domain steps. In addition, when we consider according to the Revised Bloom Taxonomy, most of the questions are belong to the factual knowledge level. If the unit evaluation questions in the 5th Grade Science Textbook (ASFBDK) are evaluated according to the cognitive level of the Revised Bloom Taxonomy, 60 of the 130 questions in total can be considered to belong to the remembering step. On the other hand, when it is considered according to the knowledge dimension, 60 of the 130 questions consist of factual knowledge level. As a result of these findings, it's possible to reach that questions in the 6th grade units are belong to the lower level cognitive domain levels. If these questions were evaluated according to the Revised Bloom Taxonomy, it's obvious to see that the most of the questions are related to factual knowledge level. When the 7th Grade Science Textbook (YSFBDK) unit evaluation questions are evaluated according to the cognitive level of the Revised Bloom Taxonomy, 85 of the 220 questions belong to the remembering step. when these questions were considered according to the knowledge dimension, it's possible to see that 85 of 220 questions are linked with factual knowledge levels. Most of the questions in the 7th grade unit are belong to lower level cognitive domain levels. When these questions were evaluated according to Revised Bloom Taxonomy, most of the questions are in the factual knowledge level. When the 8th Grade Science Textbook (SSFBDK) unit evaluated according to the cognitive level of the Revised Bloom Taxonomy, 157 of the 306 questions belong to the remembering step. When these questions were considered according to the knowledge dimension, it's possible to see that 157 of these 306 questions are linked with factual knowledge levels. When we evaluate the units as a whole, it is obvious that the most of the questions are belong to the lower level cognitive domain steps. When these questions are considered according to the Revised Bloom Taxonomy, most of the questions are at the factual knowledge level. After these evaluations, it is possible to conclude that the end-of-unit evaluation questions of Revised Bloom Taxonomy should be increased. Keywords: Science, Curriculum, Revised Bloom's Taxonomy, Unit Evaluation Questions.