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

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 half were 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 of the 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.