Evaluation of Environmental Learning Acquisitions in the Curriculum of Primary and Middle School Courses in Line with the Revised Bloom’s Taxonomy

Abstract

In this research, it was aimed to evaluate the environmental learning acquisitions in the curriculum of the primary and middle school courses in Turkey in compliance with the Revised Bloom’s Taxonomy. In line with this purpose, qualitative research approaches were used in the research. Furthermore, the primary school education level curricula published in 2018 were examined using the document analysis in the research. The primary education curriculum examined in the research was analyzed with the content analysis method. When the learning acquisitions were analyzed in compliance with the grade level, it was obvious that there was an imbalance between the grade levels in terms of environmental-related learning acquisitions. When the curricula were evaluated in compliance with the Revised Bloom's Taxonomy, it was determined that the environmental learning acquisitions were distributed unevenly in compliance with the dimensions in the taxonomy.