Investigation of skill based science questions according to Renovated Bloom Taxonomy

The purpose of this research is to determine the appropriateness of the 7th grade science questions published by the Ministry of National Education in the 2019-2020 academic year, and the level of measurement of the relevant acquisitions in the Renewed Bloom Taxonomy. In the research, the document analysis method from the qualitative research method was used. Within the scope of the research, 143 skill-based science questions published in the 2019-2020 academic year were classified according to the Revised Bloom Taxonomy. The level of these questions according to the Revised Bloom Taxonomy was determined and the data were presented in tables. When skill-based questions were examined according to the knowledge dimension, it was determined that the questions were mostly in the procedural knowledge dimension. When the skill-based questions were examined according to the cognitive process dimension, it was determined that the questions were mostly at the understanding level. It was determined that 86.71% of the questions were related to low-level skills and 13.28% of them were related to high-level skills. When the acquisitions related to the questions are examined, it is seen that there are accumulations in the dimension of conceptual knowledge. In the cognitive process dimension, the highest rate is in the comprehension level. Keywords: Science Education, Science Curriculum, Revised Bloom Taxonomy, Question analysis.