The Intellectual Demands of the Intended Primary Science Curriculum in Korea and Singapore: An analysis based on revised Bloom's taxonomy

Lee, Yew‐Jin; Kim, Mi‐Jung; Yoon, Hye-Gyoung

doi:10.1080/09500693.2015.1072290

Cited by 54 publications

(41 citation statements)

References 19 publications

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“…This situation shows that the 5 th grade science learning outcomes were given more emphasis on the lower levels than the upper-level cognitive process dimension. The results of this study show similarities with the studies of Lee, Kim, and Yoon (2015), and Mosallanejad (2008). Although learning-centered teaching systems, it is stated that the majority of the learning outcomes are at the level of understanding in Korea and Singapore science curriculums.…”

Section: Resultssupporting

confidence: 90%

Analysis of 5th Grade Science Learning Outcomes and Exam Questions According to Revised Bloom Taxonomy

Zorluoğlu

Güven²

2020

JEI

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In this study, the relationship between the levels of 5th grade science course exam questions and the 5th class learning outcomes of the science curriculum in the revised Bloom taxonomy was examined. The research was carried out using document analysis method. Since the revised Bloom taxonomy categories were used for the analysis, the data obtained were analyzed with the descriptive analysis technique. The study included 967 science questions and 40 learning outcomes in the 2017-2018 academic year. These questions and learning outcomes were analyzed. At the end of analysis, the relationship between the learning outcomes and exam questions was determined. The inter-rater reliability computing has been made in the analysis of questions-learning outcomes. The reliability co-efficient was calculated .81 for learning outcomes and .77 for questions, indicating an acceptable reliability. According to the results of the analysis, it was determined that the most learning outcomes were in the conceptual knowledge dimension and the most questions were included in the factual knowledge dimension. In the cognitive processes dimension, it was determined that most learning outcomes are at the level of understanding, and the most questions are at the level of remembering. It is understood that 37% of the exam questions are at the level of learning outcomes. In addition, it was determined that there were no questions about some learning outcomes (24%).

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Section: Resultssupporting

confidence: 90%

Analysis of 5th Grade Science Learning Outcomes and Exam Questions According to Revised Bloom Taxonomy

Zorluoğlu

Güven²

2020

JEI

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“…Bloom's taxonomy has served as the basis of many curricula, including those of elementary school mathematics, and has driven the inclusion of tasks of different cognitive levels (Lee et al, 2015). The underlying assumption is that different mathematical tasks may yield different types of students' learning (Doyle, 1988;Hiebert & Wearne, 1993).…”

Section: Thinking Levels Of Mathematical Tasksmentioning

confidence: 99%

Students’ Activity in an Online Learning Environment for Mathematics: The Role of Thinking Levels

Haleva

Hershkovitz

Tabach

2020

Journal of Educational Computing Research

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Understanding students’ behavior while solving tasks at various levels is essential for the support educators may provide to students. The current study reports on a large-scale exploration of students' activity in an online learning environment for mathematics, while comparing between lower-order thinking (LOT) and higher-order thinking (HOT) applets, and between grade levels. We analyzed log files of N = 32,581 5th- and 6th-grade students from all over Israel (a full sample of users in the studied platform), specifically comparing scores, completion rates, completion times, and repetition levels in LOT and HOT applets. Using within-subject and between-subject t tests, we found that students' performance and completion rate on the LOT applets were overall higher than those of the HOT applets, which, combined with other findings, may point to meta-cognitive or motivational processes involved. We also point out to the high rates of students' manipulation of the system in a way that allow them to increase their score. Finally, we found that the various measures we used to characterize students' online activity are not necessarily strongly correlated with each other. These findings will help teachers to take informed decisions regarding the incorporation of digital learning environments in their classrooms.

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“…To determine this, for example, for a curriculum, Stanny (2016) suggested that Revised Bloom Taxonomy (here after RBT) is effective in classifying thinking skills in a hierarchy that ranges from lower level cognitive skills through higher order cognitive skills. Lee et al (2015) examined the primary science curricula used in Korea and Singapore using RBT to find out the general features of the cognitive demands and levels of knowledge required from learners. In their article, the researchers provided useful insights into the complexities of the science curriculum with the results between two similar yet different educational systems.…”

Section: An Overview Of the Education System In Turkeymentioning

confidence: 99%

Comparative Analysis of the Science Teaching Curricula in Turkey

Yaz

Kurnaz

2020

SAGE Open

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The purpose of this study is to comparatively investigate the science teaching curricula in Turkey, which have undergone changes four times since the millennium. For this purpose, we carried out a technical and taxonomic examination of the learning outcomes listed in the science curricula that were introduced in 2000, 2005, 2013, and 2017 concerning Revised Bloom Taxonomy (RBT). In this study, the document analysis method was used. We classified a total of 2,613 learning outcomes in our analyses, which were limited to those related to the cognitive domain. The reliability score of the classifications was .89 according to the equation proposed by Miles and Huberman. The analyses showed that the teaching curricula decreased the intensity of the focus on knowledge and cognitive skills rather than making fundamental changes. Moreover, there was significant parallelism among the examined curricula in terms of the dimensions of the taxonomy. Using national-level results in international exams such as PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study), we concluded that Turkey had not been successful enough in developing the examined curricula.

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The Intellectual Demands of the Intended Primary Science Curriculum in Korea and Singapore: An analysis based on revised Bloom's taxonomy

Cited by 54 publications

References 19 publications

Analysis of 5th Grade Science Learning Outcomes and Exam Questions According to Revised Bloom Taxonomy

Analysis of 5th Grade Science Learning Outcomes and Exam Questions According to Revised Bloom Taxonomy

Students’ Activity in an Online Learning Environment for Mathematics: The Role of Thinking Levels

Comparative Analysis of the Science Teaching Curricula in Turkey

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