Examination of 5th, 6th,7th and 8th grade science classes second written questions and investigation of the questions in the textbooks according to the Bloom's Revised Taxonomy and the outcomes

It was aimed in this study that the questions in the 5th, 6th, 7th and 8th grade textbooks of public schools and to be examined 2nd written exam papers of the 1st and 2nd term in the mentioned classes separately according to the cognitive process dimension and gains of the Bloom's Revised Taxonomy, and comparing the obtained results. This research was classified according to 2705 questions in the Science Textbook used in the 5th, 6th, 7th and 8th grades beginning from 2019, and 1216 written exam questions of the Science class (Ministry of National Education) in 2nd term taken from the secondary schools in Patnos county of Ağrı province, the gains within the framework of the Ankara-2018 Science curriculum and the cognitive process steps of the Bloom's Revised Taxonomy. It was received support three domain experts while classifying and determining to gains. The data of the research were obtained by the document analysis method, which is one of the qualitative research methods. The findings were evaluated by calculating the percentage values. As a result of the findings, it is observed that the number of questions represented by low-level cognitive domain steps is high in both textbooks and written exam papers, and very few questions are asked from high-level cognitive domain steps in the curriculum. In terms of representing the gain, it was observed that the questions in the textbooks were distributed more homogeneously than the questions on the written exam papers, and the questions on the written papers were insufficient to represent all the outcomes. Based on the data obtained, it is recommended to include more questions that controls high-level cognitive skills while preparing textbooks and written exam questions and especially the written exam questions be prepared in a way that controls every possible outcome.