An Analysis of the Sixth Grade Science Curriculum in Light of the levels of Cognitive Domain of the New Version of Bloom's Taxonomy | ||||
| Journal of Research in Curriculum Instruction and Educational Technology | ||||
| Article 6, Volume 2, Issue 1, January 2016, Page 129-148 PDF (2.17 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jrciet.2016.24536 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Abdulhamid Alarfaj | ||||
| King Faisal University, Saudi Arabia | ||||
| Abstract | ||||
| T he aim of this study was to analyze the 6th grade science curriculum in Saudi Arabia in terms of the levels of cognitive domain of Bloom‘s Taxonomy. The study was carried out in two units: the materials, and science helps human. The analysis of the textbook was through analyzing words and images. The analyzed data were divided into a number of categories 1- Objectives; 2- New Concepts and Definitions; 3- Illustrative Pictures and Descriptions; 4- Activities; 5- Evaluation. Then, the results of the analysis have been compared with Bloom's Cognitive Taxonomy in order to place them into an appropriate level in the Taxonomy. The findings show that the contents of the two units mainly concentrate on the first three levels in the Taxonomy; remembering, understanding, and applying. Unfortunately, there were limited of the two units' contents meet the advanced three levels of the Taxonomy; analyzing, evaluating, and creating. | ||||
| Keywords | ||||
| Science Curriculum; Bloom's Taxonomy; Primary Schools; Gifted Education; Documentary Analysis | ||||
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