Comparison of Turkey and Singapore Science Course learning outcomes according to the Bloom Taxonomy cognitive process dimensions

The aim of this study is to contribute to the renewal of the science curriculum of our country in accordance with the requirements of the age. The reason why Singapore was chosen as the country is that both TIMSS data and PISA results in the field of Science Education are quite successful. In the study, the similarities and differences in the Learning Areas of the Primary Science Curriculums of Turkey and Singapore were examined. Then, after the learning outcomes of these Learning Areas were classified according to the Cognitive Process Dimensions of the Revised Bloom Taxonomy, the learning outcomes falling into each Cognitive Process Dimension were compared as frequency and percentage. In the study, the document analysis method, one of the qualitative research methods, was used, and the content analysis method was used in the analysis of the learning outcomes according to the Revised Bloom taxonomy. In the results of working; according to YBT, while the achievements of the Remembering step are 4.6% in Turkey, they are 26.3% in Singapore; dimensions of the understanding level. 46% in Turkey, 41% in Singapore; while the dimensions of the application step are 18.9% in Turkey, it is 12.6% in Singapore; while the dimensions of the analysis step are 8.9% in Turkey, 14.7% in Singapore; while the dimensions of the evaluation step were 10.3% in Turkey, it was 3.2% in Singapore, and while the dimensions of the creation step were 11.3% in Turkey, it was 2.1% in Singapore. In both country programs, the achievements are concentrated at the sub-cognitive level of the Cognitive process dimensions of the Revised Bloom Taxonomy. In both programs, there are few acquisitions related to high-level cognitive dimensions, and it has been seen that there are more learning outcomes in this dimension in the Turkey Science Curriculum.