Analysis of the activities in the secondary school Turkish course books according to the renewed Bloom Taxonomy

Turkish textbooks, which are the most widely used resources in schools in native language teaching, are perpetually being updated and shifting in line with the rapid changes and developments experienced today. The target of the research is to investigate the activities contained in secondary school Turkish textbooks in terms of the cognitive process dimension in the Renewed Bloom taxonomy. In this regard, the activities in Turkish textbooks taught at 5th, 6th, 7th and 8th grade levels were discussed in titles in line with the gains related to language skills in the Turkish Course Teaching Program. In the investigation, four books belonging to Ministry of Education publications at 6th, 7th and 8th grade levels and 5th grade Turkish textbooks belonging to private publishing house were investigated since there was no textbook belonging to Ministry of Education publications at the 5th grade level with the largest number of textbooks published at the relevant class level. The research was performed by qualitative research method. Data of the research was collected by document analysis. The obtained data are analyzed by content analysis technique and the dissemination of digits in Renewed Bloom Taxonomy yazilacak is presented in the form of percentage and frequency values. A total of 2018 activities for 128 texts, including 8 listening/tracking text and 24 reading text, were investigated at each class level. As a result of the research, it has been concluded that 436 of the 598 activities in the 5th grade Turkish textbook were on lower-level steps and 162 on high-level cognitive steps; Of the 494 events in the 6th grade Turkish textbook, 319 were on lower-level steps and 175 were on high-level cognitive steps; Of the 503 events in the 7th grade Turkish textbook, 279 were on lower-level steps and 224 were in the upper level and It has been concluded that 256 of the 423 events in the class Turkish textbook are directed to lower-level steps and 167 to high-level cognitive steps. After revising the class levels with the largest number of activities for the steps in the Renewed Bloom Taxonomy, the 5th-grade Turkish textbook of the evocation step again uncovers that the comprehens understanding step is the 5th edition. In the Class Turkish textbook, in the 6th grade Turkish textbook of the application step, in the 7th grade Turkish textbook of the analysis step, in the 7th grade Turkish textbook of the evaluation step, and in the 6th grade Turkish textbook, the creation step was obtained. Furthermore, in the activities of the 5th, 6th, 7th and 8th grade Turkish textbooks, the comprehension step was found to be the largest number of steps at each class level. As a result of the research, recommendations such as increasing the number of activities for high-level cognitive steps are presented in the books.