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Document analysis classified achievements as factual, conceptual, operational, and metacognitive knowledge, and as remembering, understanding, applying, solving, evaluating, and creating. Results show concentration on remembering, understanding, applying, and on factual and conceptual knowledge; recommendations support lesson-plan preparation for teachers and teacher candidates.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-comparative-examination-of-science-achievements-in-life-studies-course-curricula-of-2009-2015-and-2018-according-to-the-revised-blooms-taxonomy-the-case-of-turkey/588133/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-comparative-examination-of-science-achievements-in-life-studies-course-curricula-of-2009-2015-and-2018-according-to-the-revised-blooms-taxonomy-the-case-of-turkey/588133.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"To determine how Science achievements in Life Studies Course curricula (2009, 2015, 2018) are distributed according to the Revised Bloom’s Taxonomy, comparing results across the three curricula.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were achievements classified in the analysis?",{"text":117,"@type":113},"Achievements were classified into knowledge-dimension types (factual, conceptual, operational, metacognitive) and cognitive-process levels (remembering, understanding, applying, solving, evaluating, creating).",{"name":119,"@type":110,"acceptedAnswer":120},"What main patterns were found across the curricula?",{"text":121,"@type":113},"The curricula focus mainly on remembering, understanding, and applying, along with factual and conceptual knowledge dimensions, while upper-level categories show fewer achievements.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588133,1792193257,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","A COMPARATIVE EXAMINATION OF SCIENCE ACHIEVEMENTS IN LIFE STUDIES COURSE CURRICULA OF 2009, 2015 AND 2018 ACCORDING TO THE REVISED BLOOM’S TAXONOMY: THE CASE OF  \nTURKEY  \nHafife Bozdemir, Ebru Ezberci Çevik, Mehmet Altan Kurnaz, Ömer Volkan Yaz  \nAbstract: The purpose of this study is to determine the distribution of Science achievements in Life Studies Course Curricula of 2009, 2015 and 2018 regarding the knowledge and cognitive process dimensions of the Revised Bloom Taxonomy and to comparatively examine the resulting distributions. This study adopted document analysis. While conducting the analysis, we classified the achievements as factual knowledge, conceptual knowledge, operational knowledge and metacognitive knowledge in the accumulation of knowledge dimension and as remembering, understanding, applying, solving, evaluating and creating in the cognitive process dimension.  \nBased on our findings, we concluded that achievements of 2009, 2015 and 2018 curricula focused on remembering, understanding and applying levels in the cognitive dimension and factual and conceptual knowledge dimensions in the knowledge dimension. We present some recommendations for teachers and teacher candidates, which they can use while preparing their lesson plans.  \nKey words: Revised Bloom’s Taxonomy, Life Studies Course Curriculum, Life Sciences, Achievements  \n1. Introduction  \nOne of the significant goals of developed and developing countries is to maintain a sustainable development in order not to fall behind in science and the use of science in technology as well as to catch up with the developments in these areas. There is no doubt that the most important criteria to establish sustainable development is raising individuals as qualified people. In this regard, it is obvious that in the present time, countries often resort to updating their curricula (Ayas, Çepni & Akdeniz, 1993; Ünal, Çoştu & Karataş, 2004; Kurnaz & Çepni, 2012) . It is possible to say that curriculum revision efforts are crucial for sustainable development.  \nAll countries conduct teaching practices according to their current curricula. In other words, curricula form the basis of education and learning activities. A curriculum can be defined as all the activities including teaching and learning activities both inside and outside of an educational institution (Büyükalan-Filiz, 2011) . These activities contribute to the improvement of the goals for institutions as well as for the national education provided to children, youngsters and adults receiving education at educational institutions (Küçükahmet, 2014) . Additionally, the processes and contents that change individuals’ values, attitudes and manners; improve their skills; make them knowledgeable and understanding and, in this context, contribute to learning experiences of individuals in a target group to be educated under a plan are all carried out in accordance with a curriculum (Doll, 1986; Saylor, Alexander & Lewis, 1981) . Each curriculum represents what kind of an approach will be selected for  \neducating the students (Posner, 2003) . All curricula have certain elements (Taba, 1962), and these elements (goals, content, education-teaching processes and assessment/evaluation) are in association and harmony with each other in the curricula. Goals are crucial for creating a foundation for others (Bümen, 2006) .  \nGoals in the process of curriculum development are reflections of the problem of why we train individuals (Ekiz, 2008; Çepni & Çil, 2012; Kurnaz & Çepni, 2012) . Educational goals are deemed necessary for directing the teaching process, determining the actions to be taken in this process and guiding the assessment efforts during or after the process. Characteristics such as knowledge, skills, attitudes and habits are desired to be passed onto students and selected accordingly (Demirel, 2007) . At the same time, goals also present criteria for the characteristics (Demirel & Kaya, 2011) . In this context, a nee","cbCaiqK8hhEAciMz","https://ap.wps.com/l/cbCaiqK8hhEAciMz","pdf",1332643,16,"English","# Introduction\n## Bloom’s Taxonomy and its revision\n## Knowledge and cognitive process dimensions\n## Related literature and study rationale","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"To determine how Science achievements in Life Studies Course curricula (2009, 2015, 2018) are distributed according to the Revised Bloom’s Taxonomy, comparing results across the three curricula.\"},{\"question\":\"How were achievements classified in the analysis?\",\"answer\":\"Achievements were classified into knowledge-dimension types (factual, conceptual, operational, metacognitive) and cognitive-process levels (remembering, understanding, applying, solving, evaluating, creating).\"},{\"question\":\"What main patterns were found across the curricula?\",\"answer\":\"The curricula focus mainly on remembering, understanding, and applying, along with factual and conceptual knowledge dimensions, while upper-level categories show fewer achievements.\"}]","A Comparative Examination of Science Achievements in Life Studies Course Curricula of 2009, 2015 and 2018 According to the Revised Bloom’s Taxonomy - The Case of Turkey | PDF",1792064594]