Analysis of 2015-2018 Life Studies Curricula Objectives Based on Marzano and Kendall Taxonomy

Oct 15, 2026

The study examines the 2015 and 2018 Life Studies curricula in terms of objectives aligned with the Marzano and Kendall taxonomy. Using a document review method, it analyzes objectives and explanations approved by Turkey’s Ministry of National Education and Education Board. Evaluation employs Marzano and Kendall’s form of objectives. Findings show objectives are mainly concentrated within the cognitive system, while self-system objectives are insufficient. Knowledge-related objectives emphasize mental and psychomotor procedures, especially at retrieval and comprehension levels.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Introduction

Background of Life Studies Curriculum

Role of Curriculum Objectives

Use of Educational Taxonomies

Study Aim and Methodology

Analysis of 2015-2018 Life Studies Curricula Objectives Based on Marzano and Kendall Taxonomy Gülsüm YILDIRIM1 Hakkari University Abstract The curriculum that changes according to the age conditions helps the individual adapt to society. Oneof the programs created in this context is the life studies teaching program. The objectives of the curriculums prepared gain importance in this context. This study aims to examine the 2015 and 2018 life studies curricula according to the Marzano and Kendall taxonomy; the document review method has been used. The objectives and explanations of the 2015 and 2018 life studies curricula, which were accepted by the Ministry of National Education, Board of Education and Discipline, have been examined as a document. For the analysis of the research data, the form objectives created by Marzano and Kendall have been used for evaluation. According to the results, 2015 and 2018 life studies teaching programs are generally included in the cognitive system according to Marzano and Kendall’s taxonomy. The objectives in the self-system are insufficient. In addition, while there is an objective in the 2015 curriculum in the metacognitive system, there is no objective in the 2018 curriculum. In the context of knowledge, the 2015 and 2018 curricula’ objectives include mental procedures and psychomotor procedures more than the information area. However, both 2015 and 2018 curriculum outcomes focus on mental procedures and psychomotor procedures of generally retrieval and comprehension levels. Keywords: Life Studies Curriculum, Education Taxonomy, Marzano and Kendall Taxonomy. DOI: 10.29329/epasr.2021.383.5 1 Research Assistant Dr., Hakkari University, School of Education, Hakkari, Turkey, ORCID: 0000-0003-2987-47759 [Correspondence](Correspondence: yildirimgulsum27@gmail.com)[: yildirimgulsum27@gmail.com](Correspondence: yildirimgulsum27@gmail.com) Introduction The changes that have occurred globally in the last century also give rise to social changes. Raising individuals that can adapt to the changes become important individually, socially and globally. This situation highlights the importance of education. With its dynamic structure, education makes it possible to raise individuals that adapt to the changes. One of the curricula that were affected by changes and transformations is life studies curricula which is taught in the first three years of primary school. Life studies curricula has been constituted withing the framework of collective teaching principle in accordance with child developmental characteristics in the republican era. (Ministry of national education [MoNE], 2005) . The Life studies course has been constituted in 1926 within the framework of the opinions of the experts of ‘‘Nature Study’’, ‘‘Agriculture and Public Health’’, ‘‘The Principle of Geography and History’’, ‘‘Musabahat-ı Ahlakiye and Malumat-ı Vataniye’’ courses (Cicioğlu, 1985, p. 95) with the principle of collective teaching. Life studies, which were constituted in accordance with developmental features through the blending of different lessons, is expressed as a lesson that prepares the child for life, leads them to be a good person through learning by doing and equips them for the higher education institution (Karabağ, 2009, p. 4) . It can also be regarded as a lesson that enables the child to have correct and sound knowledge about his or her environment and the world from an early age and to develop good habits and skills that are necessary for adapting to environment by making him or her analyze the societal and cultural environment in which he/she lives in (Binbaşıoğlu, 2003, p. 36) . MoNE (2005); defines it as a lesson that were designed for the child to recognize both himself/ herself and the world and society in which he/she exists. As indicated by the definitions, life studies course is specified to be a lesson that prepares the children for the higher education institution and enables them to reco

FAQs

What is the purpose of the study on the 2015 and 2018 Life Studies curricula?

To examine the 2015 and 2018 Life Studies curricula objectives according to the Marzano and Kendall taxonomy using a document review method.

What method and evaluation framework does the research use?

The research uses document review and evaluates objectives through the form objectives created by Marzano and Kendall.

What overall pattern do the results show in the curricula objectives?

Both curricula are generally included in the cognitive system, while self-system objectives are insufficient, and outcomes focus strongly on mental procedures and psychomotor procedures.

Oct 15, 2026

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