Abstract-This study aims to analyze and evaluate high school chemistry curriculum learning outcomes according to revised Bloom's Taxonomy. Analysis of the learning outcomes were carried out at three stages. At the first stage, in order to set up a valid and reliable analysis a sample unit "Chemistry as a Science" from grade 9 was performed by the authors individually and then the differences between the individual results discussed to reach an agreement. At the second stage, the rest of the units were shared among the authors and analyses were performed individually. At the last stage, samples were selected among the analyzed learning outcomes from different grades and units then compared to see the concurrency of analyses among the researchers. Inter-rater reliability coefficient was calculated as .81, indicating an acceptable reliability. The results showed that although learning outcomes are dominated mostly by conceptual dimension all sub dimensions of the knowledge dimension are evident such as factual (25%), conceptual (59%), procedural (11%) and metacognitive (5%) knowledge. However, regarding the cognitive process domain of the taxonomy, the results showed that learning outcomes corresponds to remember (7%), understand (67%), apply (5%), analyze (20%) and evaluate (1%). As seen from the results majority of the learning outcomes are focused on understand and there is no learning outcomes for create dimension.

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<span>Students with visual impairments face tremendous challenges in daily life while learning life skills as they do not have the benefit of visual cues. The skills that visually impaired students are expected to learn include not only everyday life skills, but also scientific process skills too. In this study, case study was used to develop an instructional design to teaching science concepts to visually impaired students. The aim of this study is to analyze the efficacy of science activities of this developed instructional design. The study consists of three basic stages. In the first stage, visually impaired students’ learning needs are identified. In the second stage teaching materials and activities are designed and developed. In the last stage, these activities were analyzed in terms of scientific process skills through observation forms. As a result, most of the developed activities are suited for development of the scientific process skills.</span>

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Görme yetersizliği olan bireyler, temel kavramları öğrenirken pek çok duyudan (dokunma, işitme, koklama ve tatma) yararlanarak bilgiye erişirler. Bu bireylerde, yetersizlikle beraber bilişsel işleyişte farklılıklar meydana gelebilmektedir. Görme duyusunun yokluğuna bağlı olarak bilişsel düzeyde meydan gelen işleyiş farklılıkları, dış dünyadan bilgiyi alma noktasında diğer duyuları üst düzey performans sergilemeye zorlar. Bu durum beyinde ilgili duyuyla ilgili cross-modal plasti city olarak ifade edilen bilişsel farkındalığın oluşmasına neden olur. Bu nedenle görme yetersizliği olan bireylerin bilişsel becerileri ve psikolojik deneyimleri üzerine yapılacak akademik çalışmalarla eğiti m-öğreti m süreçlerine akti f katı lımları sağlanabilir. Ayrıca görme yetersizliği olan bireylerin eğiti mine yönelik ihti yaçlar ve analizler yapılırken bireylerin ve ebeveynlerinin duygu durumlarına ilişkin farkındalığa sahip olunması, yapılacak düzenlemelere olumlu yönde katkı sağlayacaktı r.