Investigation of the Gains of the 2018 Science High School Chemistry Curriculum according to the Revised Bloom’s Taxonomy and Comparison with 2018 Chemistry Curriculum

Abstract

This study aims to determine whether there is a difference between the gains offered by the sciencehigh school chemistry curriculum and those of chemistry curriculum based on the revised Bloom’s taxonomy,and if any, in what respect they differ. In this study, the qualitative research method of document analysis wasused. The distribution of the science high school chemistry course gains based on the cognitive processdimension of the revised Bloom’s taxonomy was: understanding 44.44 %, analyzing 34.08 %, applying 8.89 %,remembering 5.19 %, evaluating 3.70 %, and creating 3.70 %. It was found, when the gains of the abovementioned curriculum were analyzed based on the knowledge dimension of the revised Bloom’s taxonomy, thatthe weighted distribution was at the conceptual knowledge level, with a rate of 71.85 %; the gains in proceduraland factual knowledge were rather low, with rates of 13.33 % and 8.89 %, respectively; and the gains inmetacognitive knowledge were very low, with a rate of 5.93 %. The gains of the science high school programintensified in the conceptual knowledge dimension. This intensification can be suggested to shift to the highlevel knowledge dimensions in the program that will be designed and prepared.