Examination of support education program science acquisitions in science and art centers according to the revised Bloom taxonomy

In this study, it was aimed to examine the student learning outcomes in the Support Education Programme section of the Science Course Curriculum offered in Science and Art Centres, which serve for the development of gifted children under the Ministry of National Education in Turkey, according to the Revised Bloom's Taxonomy. Document analysis was conducted as a qualitative research method. Descriptive analysis was used for data analysis. The methodology section was organised as follows. According to the analyses, it was determined that the quantitative density of the learning outcomes in the Science Curriculum presented in the Science and Art Centre was in the 'Conceptual Knowledge' dimension from the Knowledge Dimension and in the 'Understanding' level from the Cognitive Process Dimension. It was determined that very few acquisitions were included at the level of 'Application' from the mentioned process dimension. It was determined that there were no acquisitions in the 'Recall / Recollection' step from the mentioned process dimension. According to the results obtained within the scope of the study; suggestions were made to teachers working in Science and Art Centres, policy developers who carry out studies on this subject and researchers who are considering to conduct studies on the subject.