Examining the Learning Outcomes Included in Science and Art Centers’ Summer School Support and Development Course of Thinking Education Workshop Program According to Bloom’s Taxonomy

Abstract

The purpose of the research is to examine the learning outcomes included in Science and Art Centers’ summer school support and development course of thinking education workshop program according to Bloom’s taxonomy. The research was designed as a qualitative study, utilizing the document analysis technique and benefiting from descriptive analysis. The reliability coefficient for the research was 0.87. The results suggested that 91 of the primary, secondary, and high school learning outcomes in the workshop program were related to the cognitive domain of Bloom’s taxonomy, and five of them were related to the affective domain. An examination of cognitive learning outcomes indicated that learning outcomes at the primary, secondary, and high school levels were at the lower levels of the taxonomy, namely remembering, understanding, and applying. However, there was little emphasis on learning outcomes for higher-order thinking skills, which include analyzing, evaluating, and creating. The same situation was observed in examinations carried out at the primary, secondary, and high school levels. Regarding the affective domain, one of the five learning outcomes was at the receiving level, while the other four were at the responding level.