Analysis of BİLSEM Science Supplementary Course Material Gains According to the Revised Bloom Taxonomy Cognitive Domain Stages

Abstract

Training programs include achievements that need to be updated depending on technology and global developments. Each revision is prepared to meet educational needs and to ensure that individuals complete their development in a way that is open to innovations and produces solutions to daily life problems. The purpose of this study is to analyze the modules in the Ministry of National Education, General Directorate of Special Education and Guidance Services, Science and Art Centers, Science and Technology Field Supplementary Course Materials published in 2022 and the achievements related to these modules according to the Cognitive Domain Stages of the Revised Bloom Taxonomy. Document analysis (document scanning) method, one of the qualitative methods, was used in the research. The frequencies and percentages of the findings were calculated and presented in tables. In terms of the validity and reliability of the study, the researchers independently coded the outcomes and then calculations were made by reaching a consensus. In the BİLSEM Science Field Supplementary Course Material, there are 18 activities and 54 outcomes of these activities in the Support Education Program (DEP), 19 activities and 61 outcomes of these activities in the Individual Talents Awareness Program (BYFP), for a total of 115 outcomes. The reliability of the study was calculated with the formula of Miles and Huberman (1994), reliability was calculated as 91% in DEP achievements, 89% in BYFP, and 91% in the overall program. When we look at the distribution of DEP achievements according to the Cognitive Domain levels of the Revised Bloom Taxonomy, it is seen that the most concentration is on the comprehension level with a rate of 33.33%, and no achievements corresponding to the remembering level were found. When the distribution of BYFP achievements according to the Cognitive Domain levels of the Revised Bloom Taxonomy is examined, no achievements corresponding to the remembering and evaluation steps were found, while the highest value, 39.34%, was determined to be the achievements of the comprehension level. In general, the highest gain in the programs is in the comprehension level with a rate of 36.52%. Gifted individuals have high-level thinking skills, therefore, achievements should be oriented towards the needs, needs and expectations of individuals. When the activities in the course material were examined, it was determined that content enrichment studies were also carried out. Although 51.30% of the gains are related to lower-level thinking skills, the process has been enriched and adapted to the needs and expectations while the activities are being processed.