An analysis of the learning outcomes of the 2018 geography curriculum for 9th and 10th grades according to Webb’s depth of knowledge

Oct 15, 2026

Uploaded by Elsa

This study analyzes learning outcomes in the 2018 geography curriculum for 9th and 10th grades using Webb’s depth of knowledge framework. Document analysis is applied to four DOK levels and social sciences scope of acts and outcomes, examining 56 learning outcomes by grade and unit. Findings show uneven distribution across grades, units, and levels: half of outcomes in both grades fall at Level 2, with remaining outcomes split between Levels 1 and 3, and only one outcome at Level 4 in Grade 9.

LanguageEnglish

CategoryExam

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Introduction

Education and curriculum background

Method

Document analysis approach

Findings and Implications

Distribution across DOK levels and grades

Unit-level patterns and complexity of tasks

Discussion, Conclusion, and Recommendations

Recommendations for broader evaluation

Asian Journal of Education and Training Vol. 9, No. 4, 142-150, 2023 ISSN(E) 2519-5387 DOI: 10. 20448/edu. v9i4 .5263 © 2023 by the authors; licensee Asian Online Journal Publishing Group An analysis of the learning outcomes ofthe 2018 geography curriculum for 9th and 10th grades according to Webb’s depth of knowledge Nurcan Demiralp1 􀀣 Hulya Yigit Ozudogru2 1Department of Turkish and Social Sciences Education, Gazi University, Gazifaculty of education, Division of Geography Education, Ankara, Turkey. [Email: ](Email: nurcan@gazi.edu.tr)[ nurcan@gazi.edu.t](Email: nurcan@gazi.edu.tr)[r](Email: nurcan@gazi.edu.tr) 2Faculty of Letters, Department of Geography, Department of Human and Economic Geography, Ankara Hacı Bayram Veli University, Ankara, Turkey. [Email:](Email: hulya.yigit@hbv.edu.tr)[ ](Email: hulya.yigit@hbv.edu.tr)[hulya.yigit@hbv.edu.t](Email: hulya.yigit@hbv.edu.tr)[r](Email: hulya.yigit@hbv.edu.tr) (􀀣 Corresponding Author) Abstract There are many taxonomies in education related to the cognitive learning domain. This study aimed to analyze the learning outcomes in the 9th and 10th grade 2018 geography curriculum according to Webb's depth of knowledge. Document analysis was used in the study. The geography curriculum was analyzed by considering the four levels of Webb’s depth of knowledge and the scope of the acts and learning outcomes identified for social sciences. In this context, the levels of 56 learning outcomes in the 2018 geography curriculum were analyzed by grade and unit. It was found that the learning outcomes in Webb's depth of knowledge were not distributed evenly across grades, units and levels. Half of the 9th and 10th grade outcomes were at Level 2, while the other halfwere distributed between Level 1 and Level 3. At Level 4, there was only one outcome in Grade 9. Level 2 was predominant in the learning outcomes ofthe Natural Systems unit in Grade 9 and of the Human Systems unit in Grade 10. Tasks with a high level of complexity were more common in Grade 10. "The Environment and Society" and "The Global Environment: Regions and Countries" units did not have learning outcomes at all levels. The characteristics of the course content were effective in determining the level of the learning outcomes. For a holistic evaluation of the 2018 geography curriculum in terms of Webb's Depth of Knowledge, it is recommended to examine how the 11th and 12th-grade outcomes were distributed. Keywords: Achievement, Education, Geography curriculum, Learning outcome, Taxonomy, Turkey, Webb depth of knowledge. Citation | Demiralp, N., & Ozudogru, H. Y. (2023). An analy sis of the learning outcomesofthe 2018 geography curriculum for 9th and 10th grades according to Webb’s depth of knowledge. Asian Journal of Education and Training, 9(4), 142–153. 10.20448/edu.v9i4.5263 History: Received: 20 October 2023 Revised: 28 November 2023 Accepted: 12 December 2023 Published: 22 December 2023 Licensed: This work is licensed under a Creative Commons Attribution 4.0 License Publisher: Asian Online Journal PublishingGroup Funding: This study received no specific financial support. Institutional Review Board Statement: Not applicable. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. This study followed all ethical practices during writing. Competing Interests: The authors declare that they have no competing interests. Authors’ Contributions: Both authors contributed equally to the conception and design of the study. Both authors have read and agreed to the published version of the manuscript. Contents 1. Introduction ...............................................................................................................................................................................

FAQs

What framework does the study use to evaluate geography curriculum learning outcomes?

The study uses Webb’s depth of knowledge (DOK) framework, analyzing outcomes across four DOK levels.

How are learning outcomes distributed between grades and DOK levels?

For both 9th and 10th grades, half of the outcomes are at Level 2, while the rest are distributed between Levels 1 and 3; Level 4 appears only once in Grade 9.

Which units show the most notable gaps in learning outcomes?

The units “The Environment and Society” and “The Global Environment: Regions and Countries” have no learning outcomes at any DOK level.

Oct 15, 2026

Uploaded by Elsa