Dimensions Of Process Research Articles

Not-so-subtle subtleties: undocumented migrant (in)visibility, (im)mobility and Dutch public spaces as sites of embodied racialization

ABSTRACT We explore the nuances of living while undocumented in the Netherlands, focusing on the processes of (in)visibility and (im)mobility in the public sphere. We conceptualize (in)visibility as dialectical and multilayered, with relational, political, strategic and processual dimensions. (Im)mobility isconceptualized as a resource and is interlinked with (in)visibility. Both concepts are understood to be defined by social relations, which necessitate the analytical centering of ‘race’. In order to investigate the subtleties of undocumented migrants’ public experiences, we examine how racialization is (1) embodied in prejudiced surveillance, (2) experienced by undocumented migrants as racialized individuals, and (3) resisted through the exercise of strategic (in)visibility. We argue that strategic invisibility can result in self-inflicted immobilization due to an amplified perception of risk. Instances of strategic visibility are explored, showing the creation of discursive spaces and informal cooperation between migrant-led collectives and street-level actors. We conclude by stating that asymmetries in visibility create a different urban landscape for undocumented migrants, specifically one that is limited and mined with risks.

Dimensions of Cognitive Processes and Dimensions of Knowledge in School Exam Questions for Junior High School Mathematics in Subrayon 05, Semarang Regency

Dimensions of Cognitive Processes and Dimensions of Knowledge in School Exam Questions for Junior High School Mathematics in Subrayon 05, Semarang Regency

Analysis of Science Subject Evaluation Instruments in Elementary Schools based on Stimulus Types and Cognitive Process Dimensions

Students' critical thinking skills in Indonesia are still low, even though these skills are needed in the 21st century. Critical thinking skills must be learned at an early age. One of the ways to teach it is through subject evaluation instruments that are arranged based on higher-order thinking skills. So it is important to know the quality of the evaluation instrument made by the teacher. This study aims to analyze the evaluation instrument made by the teacher based on the type of stimulus and dimensions of cognitive processes. This was quantitative and qualitative descriptive research. Sampling data used the purposive sampling technique. Data was presented in the form of a percentage and then described. A qualitative test was conducted to identify the form of stimulus used in each item. Identifying the dimensions of cognitive processes used sheets based on Bloom's taxonomy. The results of this study indicate that most of the questions do not use a stimulus (> 75%) and are at the level of remembering (> 55%). Based on the results of the analysis, it is concluded that the teacher evaluation instrument is still poor. Training to formulate evaluation instruments for teachers needs to be done.

Reconceptualising innovation failure

This study examines the concept of innovation failure. It is a problematic subject without an accepted definition. For different stakeholders the same innovation can be both a success and a failure at the same time. The academic literature has concentrated on the determinants of innovation success. Yet, there is a notable lack of academic literature that deals with innovation failure as a topic in its own right. As a result, there is limited attention to, and little consensus on, the meaning of innovation failure. Existing definitions imply a highly contingent conceptualisation of innovation failure informed by the different theoretical framings and disciplinary interests of the researchers. We adopt a systematic literature review methodology that examines the concept of innovation failure at the level of the firm and from an innovation management perspective. The findings of this review are based on a total of 69 peer-reviewed articles from 1977 to 2021. We find the concept is widely used yet poorly defined and frequently lacks any theoretical underpinning. By means of a theory-building inductive synthesis our findings contribute to research by reconceptualising the concept of innovation failure along three processual dimensions: failure-as-experimentation; −judgement and -event.

Pengembangan Instrumen Tes Kemampuan Berpikir Kritis Berbasis Higher Order Thinking Skills (HOTS)

Critical thinking skills greatly affect the solving of mathematical problems. Therefore this study aims to develop a test instrument for students' critical thinking skills based on Higher Order Thinking Skills (HOTS) in discrete mathematics courses. The type of instrument developed is a work breakdown test equipped with an assessment rubric. Instrument development uses the Research and Development (R&D) method. Critical thinking skills are determined using four indicators, namely: analyzing problems, concluding and providing explanations, evaluating, and selecting problem-solving strategies. Development of Higher Order Thinking Skills (HOTS) type instruments adapted to discrete mathematics course material. This study consisted of three stages: designing the instrument, validating the contents of the instrument, and validating the construction of the instrument. The results showed that the results of content validity were 0.84 with a very high category, then ten job description test items were tested for validity using the ratter test. The results of the reliability rater showed a value of 0.994. So, based on the reliability criteria developed by Guilford, the reliability rater obtained, namely 0.994, is classified as very high. The HOTS type test refers to the top three dimensions of cognitive processes from the revised Bloom's taxonomy, namely analyzing (C4), evaluating (C5), and creating (C6).

ANALISIS DIMENSI PENGETAHUAN, DIMENSI PROSES KOGNITIF DAN SOAL HIGHER ORDER THINKING SKILL DALAM SOAL USP KIMIA SMAN 3 TAHUN PELAJARAN 2022/2023

The Education Unit Examination (USP) as a continuation of the progress of the National Examination moratorium regulation has strategic functions, including as a determinant of student graduation, being a means of empowering teacher working groups or subject teacher deliberations as a compiler of USP question scripts in all subjects. Analysis of the dimensions of knowledge, cognitive processes and HOTS questions on USP Chemistry questions is very important to determine the proportion of knowledge dimensions, cognitive process dimensions, and HOTS questions in the USP Chemistry questions of SMAN 3 Mojokerto City for the 2022/2023 academic year. This research method includes qualitative descriptive research on document analysis, because the data collected in this study was sourced from one form of official school documents, namely the USP Chemistry question script tested at SMAN 3 Mojokerto City in March - April 2023. Data obtained through analysis of knowledge dimensions, cognitive process dimensions and HOTS questions on each question item asked in the USP Chemistry questions for the 2022/2023 academic year. The validity test of the data used in this study includes: credibility test using triangulation technique, and reliability test with observation reliability method involving 2 senior chemistry teachers. With a deal coefficient of 0.80 in the very good category. Based on the results of the study, it can be concluded that: (1) the proportion of knowledge dimensions in the USP Chemistry questions of SMAN 3 Mojokerto City for the 2022/2023 academic year is dominated by procedural knowledge (59.5%) and the rest is factual knowledge (26.2%) and conceptual knowledge (14.3%);(2) the proportion of cognitive process dimensions is dominated by cognitive process application by 45.2% and the rest understanding (19.05%), analysis (19.05%), remembering (9.52%) and evaluation (7.14%); and (3) the proportion of HOTS questions reached 26.2%.

Metaphysics of Cognitive Processes in the Formation of Media Reality


 
 
 The article deals with the metaphysics of cognitive processes in media reality formation. Metaphysics reveals being and nothingness. Processes and discourse practices are regarded as cognitive processes. There is a distinction between media reality, hyper reality and virtual reality. The relationship between reality and information processes is being explored. The metaphysics of media-reality influences the existence of man and society, touches upon the value foundations of being and introduces the way to transform them. The metaphysical dimension of cognitive processes opens up new forms of media reality impact on society. It is considered to be an integrative form uniting the representatives of different groups in achieving a specific goal.
 
 

Assessment for learning and cognitive process dimensions literacy of instructors in English

The general problem of this study was to determine the literacy level of instructors in English on assessment for learning and cognitive process dimensions in terms of the following parameters such as classroom assessment objective, classroom assessment theoretical basis, types of tests, content, and performance standards and competencies, and cognitive process dimensions. To achieve this aim, the researchers involved five university administrators, 15 instructors in English, and 225 college students during the school year 2020-2021. The questionnaire on the literacy level of instructors in English on the assessment of learning and cognitive process dimensions was utilized. The results were processed using statistical packages for social sciences (SPSS) and presented using appropriate tables and texts. The findings revealed that: first, although instructors in English are utilizing specific, measurable, attainable, relevant, and time-bound (SMART) learning objectives, they still have to distinguish between three learning domains; secondly, while instructors in English are excellent in identifying the diversity of students, they have to look for various assessment tools; third, though they have flexibility in crafting learning goals, and assess students holistically, they need to be familiar with levels of cognitive process in achieving profound assessment for learning.

Evaluation of Primary School Teachers' Questioning Skills Regarding Teaching Geography Subjects According to Revised Bloom's Taxonomy

Purpose: The main purpose of geography teaching in primary school is to give students a geographical identity, to introduce and make sense of the local and global environment. Qualifying questions and geographical inquiry skills play an essential role in achieving the goals as mentioned above of geography. The purpose of this research is to determine the level of primary school teachers' questioning skills for teaching place and way-finding gains in terms of Revised Bloom's Taxonomy. The revised Bloom Taxonomy consists of six categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. 
 Design/Methodology/Approach: The research was carried out based on the document analysis pattern, one of the qualitative research methods, by following per the purpose of the study. The research was carried out with 32 primary school teachers working in public schools in different provinces of Turkey in the 2020-2021 academic year. To collect data in the research, the "Questioning Skill Form about Finding Place and Way-finding Gains" was used. A total of 426 questions prepared by the teachers were analyzed by descriptive analysis in terms of the cognitive process dimension of the Revised Bloom Taxonomy.
 Findings: In line with the data obtained and the analyzes made, determined that the questions prepared by the teachers for the location acquisitions were at a low cognitive level. In addition, determined that the questions prepared by the teachers were mainly for the steps of understanding, remembering, and applying, respectively. 
 Highlights: Within the scope of the results obtained, suggestions are offered for primary school teachers' tendency to create more questions about high-level cognitive areas in the teaching of place and direction, which is a functional subject, and for further research.

Design, Development and Validation of A Readiness Test for Statistics and Probability

The modern world is defined by vast amounts of data that can be accessed instantaneously because of scientific and technological developments. People must make sense of these data to make informed decisions. Statistics and Probability is one of the learning areas in the country’s Senior High School (SHS) curriculum that immerses students in problem-solving and informed decision-making activities based on various data tools and methodologies. Both national and international examinations disclose that Filipino pupils did poorly in comparison to other students from other countries. Such an issue existed before the COVID-19 pandemic. The pandemic exacerbated the situation by causing significant learning loss as a result of school closures and the abrupt transition from traditional face-to-face classes to online, modular, and hybrid learning modes. This research designed, developed, and validated a Statistics and Probability readiness test for Senior High School students to use as a tool for teachers to assess students’ prior understanding of pre-requisite concepts and skills. The test has undergone identification of pre-requisite concepts and skills, test development, first pilot testing, and finalization of test items. In identifying the pre-requisite concepts and skills, one of the authors mapped out the contents and skills from the Junior High School Mathematics curriculum that are needed in understanding the contents in the subject. Through a questionnaire, fifteen validators were asked to determine which among these identified pre-requisite skills are needed. Only the prerequisites with at least 80% agreement formed part of the design and test development. The summary of the validators’ responses showed that the pre-requisite contents and skills vary from each SHS Statistics and Probability content. An initial 80-item test was developed and subjected to validity and reliability tests. Through the discriminatory and difficulty indices, this test was reduced to a 45-item test. The final form of the test can be used to measure a student’s proficiency level in the stated pre-requisite skills. It is composed of multiple-choice items distributed along different cognitive process dimensions such as remembering (11.11%), understanding (28.89%), applying (37.78%), and analyzing (22.22%). The result of the test can be used as the basis for remediation activities and or in developing learning materials to address these learning gaps. Keywords: readiness; assessment; diagnostic test, pre-requisite skills for statistics and probability

Blooming student difficulties in dealing with organic reaction mechanisms – an attempt at systemization

Students are known to have various difficulties in dealing with organic reaction mechanisms. A systematic classification of these difficulties appears necessary to design appropriate support. This paper presents insights into whether and how Bloom's revised taxonomy can be used to classify student difficulties in dealing with organic reaction mechanisms. We conducted an interview study with 12 undergraduate chemistry students using problem-solving tasks on nucleophilic substitution and elimination reactions to provide examples to test the classification. In our attempt at systemization, student difficulties are perceived as unachieved learning objectives. The classification reveals that student difficulties pertain to different cognitive process and knowledge dimensions. Specific major difficulties occurred within each cell of Bloom's revised taxonomy and for individual students. Our analysis suggests that general support for dealing with reaction mechanisms might be less beneficial for some students and that more adapted support is needed. Our approach of using Bloom's revised taxonomy to classify student difficulties might also benefit other domains to better understand student difficulties and evaluate appropriate support.

Integrating Project Management, Software Development, and Knowledge Management Models: A Case Study in a Public ICT Services Organization

In project-based organizations knowledge is a critical resource used to develop and deliver products and services with a high level of quality. Therefore, a systematic and sustainable process is necessary to coordinate knowledge management, project management and product lifecycle. This scenario predominates in companies focused on the creation and maintenance of information systems. This article presents an exploratory study based on a framework that integrates cognitive, managerial, and operational processes in a public Brazilian organization that provides services in the area of information and communications technology, focusing on the construction and maintenance of information systems. Those processes are operationalized by three management models considering knowledge, project, and software development processes. Our proposal aims to understand the relationships between those three management models and their influence on the software development process in the organization under study. Our premise is based on the principle that cognitive management, project management, and software development management must be integrated to fulfill the demands of product development and service provision. The research data was composed of registers of working hours spent on software development and maintenance projects involving 244 people allocated to 5064 projects in the period from 2007 to 2013. The study resulted in the identification of the relationships among the three management models adopted by the organization, with emphasis on knowledge management activities, which were not directly identified, making it difficult to account for and measure them. We established a set of activities connected to each one of the knowledge management model phases. Since those activities were not visible before, our approach contributed to build a systematic process to register and relate activities linked to the dimensions of cognitive processes, project management, and software construction.

Probing Internal Assumptions of the Revised Bloom's Taxonomy.

Bloom's taxonomy is a classification of learning objectives originally developed for general educational purposes. The taxonomy was revised to expand beyond cognitive processes and to include knowledge types as an orthogonal dimension. As Bloom's taxonomy is a tool widely used in biology education by researchers and instructors, it is important to examine the underlying assumptions embedded within how people may implicitly understand and use the taxonomy. In this paper, we empirically examine two major assumptions: the independence of the knowledge-type and cognitive-process dimensions and the use of action verbs as proxies for different cognitive processes. Contingency analysis on 940 assessment items revealed that the knowledge-type and cognitive-process dimensions are related and not independent. Subsequent correspondence analysis identified two principle axes in how the two dimensions are related, with three clusters of knowledge types and cognitive processes. Using the Shannon evenness index, we did not find a clear relationship between question prompt words (including action verbs) and cognitive processes in the assessment items. Based on these results, we suggest that both dimensions of the revised Bloom's taxonomy should be used and that question prompt words or action verbs alone are not sufficient in classifying the embedded learning objectives within assessment items.

The system‐process view of life from the perspective of systems science and its enlightenment to artificial life

AbstractThe development of systems science has provided a new interdisciplinary approach to understanding the nature of life. General system theory, developed by Bertalanffy, understands life as open, dynamic and autonomous systems. The self‐organisation theory, represented by Prigogine, takes life as a self‐organising process‐structure that obtains sufficient negative entropy by exchanging material and energy with the environment. The complex adaptive system theory proposed by Holland and others understands life as adaptive process‐systems. Krakauer's information theory of individuality construes life as a process in which ordered information propagates forward with time. By highlighting the processual dimensions of the afore‐mentioned approaches, we propose the ‘system‐process view of life’, which underscores that life is not only a structural whole, but also a functional–processual whole. The system‐process view of life provides new inspirations for the replicator hypothesis of artificial life and the new basis for the discussion of the ontological status of artificial life.

Writing Across the Curriculum (WAC) Assignment in Macroeconomics

This article shares an assignment that has been successfully implemented in Writing Across the Curriculum (WAC) macroeconomic courses available to major and non-major undergraduate students enrolled in the City University of New York (CUNY) Kingsborough Community College. While the outcome at the end of the semester is a paper of about three pages, the steps designed to assist students with completing it are important because they provide a detailed research and investigation guide. The assignment is composed of a series of scaffolded tasks that engage students in data collection, data analysis, and interpretation using economic theory of the subject area, presentation of the actual findings compared to predictions of economic theory, and investigation and interpretation for convergence and/or divergence from the economic theory. This assignment is based on prior research on the benefits of assigning writing in economics courses and aims to achieve the outcomes described by the structure of cognitive process dimension of the revised Bloom’s taxonomy (Bloom et al., 1956; Krathwohl, 2002).

Natural Language Processing for Mapping Exam Questions to the Cognitive Process Dimension

Exam questions as a test instrument to measure educational success must have good quality. This quality can be measured by the level of cognition expected of students. The level of cognition reflects the mastery of learning materials as a form of evaluation of the teaching and learning process outlined in the curriculum. For this reason, the exam questions need to be mapped into the cognitive process dimensions, namely based on the categories in the Revised Bloom's Taxonomy (RBT). The mapping method used is Natural Language Processing (NLP) as one of the fields of Artificial Intelligence development. The stages in this mapping are pre-processing, including tokenization, stemming, stop-word removal, and feature extraction using POS Tagging. The output of this mapping process is in the form of categories of test items into RBT: remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5), and creating (C6). The classification results obtained information that the exam questions prepared were still dominated at the C2 cognitive level, which was indicated by the use of operational verbs in the understanding category. The results of testing the method used produce an accuracy of 82.22%. Thus, the NLP method can classify test items into Revised Bloom's Taxonomy to determine the dimensions of students' cognitive processes.

Meaningfulness and self-integrity at work amongst older, self-employed women entrepreneurs

PurposeThis study identifies how self-employed older women experience and represent self-integrity – an element and source of meaningfulness – in their work, and how these experiences are intertwined with gendered ageing.Design/methodology/approachThe authors used thematic analysis, influenced by an intersectional lens, to scrutinise qualitative data generated during a development project, with ten over 55-year-old self-employed women in Finland.FindingsThe study reveals three dominant practices of self-integrity at work: “Respecting one's self-knowledge”, “Using one's professional abilities”, and “Developing as a professional”. Older age was mostly experienced and represented as a characteristic that deepened or strengthened the practices and experiences of self-integrity at work. However, being an older woman partly convoluted that. Self-integrity as a self-employed woman was repeatedly experienced and represented in contrast to the male norm of entrepreneurship.Originality/valueThe authors contribute to the literature on gender and entrepreneurship by highlighting the processual dimensions – how integrity with self is experienced, created and sustained, and how being an older woman relates to self-integrity in self-employment. The results show a nuanced interplay between gender and age: Age and gender both constrain and become assets for older women in self-employment through older women's experiences of self-integrity.

Cognitive demands on geometrical tasks in Indonesian elementary school mathematics textbook

Examples and exercises in mathematics textbooks have an essential role in directing teaching and learning to achieve the objectives of the mathematics curriculum. This study examines mathematical tasks, i.e., examples and exercises, for a grade 4 elementary school mathematics textbook published by the Indonesian Government in 2018. We focus on geometry tasks and categorize them based on the dimensions of cognitive processes and knowledge of the revised Bloom’s taxonomy. Textbook research is used to achieve the objectives of this study. The validity of the data was carried out by employing peer debriefing. The findings of this study indicate that only about 30% of the geometry tasks in this mathematics textbook require high-level mathematical thinking skills. This study also shows that procedural knowledge is more dominant and becomes an orientation in presenting geometry tasks. This finding becomes less relevant to the orientation of researchers and policymakers who want the direction of mathematics education to be forming students as problem solvers.

Beyond the Metaphor of Slavery

Beyond the Metaphor of Slavery

Ortaöğretim Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı’nda Bulunan Bilişsel Kazanımların Yenilenmiş Bloom Taksonomisi’ne Göre İncelenmesi

Bilim ve teknolojide yaşanan gelişmeler, insanın ve toplumun değişen ihtiyaçları, dünyadaki eğitim yaklaşımlarında yaşanan yenilikler gibi nedenler öğretim programlarının sürekli olarak güncellenmesi ihtiyacını ortaya çıkarmaktadır. Bu amaçla Millî Eğitim Bakanlığı en son 2010 yılında yenilenen Ortaöğretim Din Kültürü ve Ahlak Bilgisi Öğretim Programı’nı 2018 yılı içerisinde yenilemiştir. Oluşturulan programla öğrencilerin bilgiyi üreten, ürettiği bilgiyi hayatında işlevsel olarak kullanabilen, karşılaştığı problemleri çözebilen, eleştirel düşünebilen, girişimci, kararlı, iletişim becerilerine sahip, empati yapabilen, topluma ve kültüre katkı sağlayan nitelikler kazanması hedeflenmektedir. Ayrıca bu programla Din Kültürü ve Ahlak Bilgisi derslerinin salt bilgi aktaran bir ders olmaktan çıkarılıp değer ve beceri kazandırmayı sağlayan, bireysel farklılıkları dikkate alan, sade ve anlaşılır bir ders haline getirilmesinin amaçlandığı belirtilmiştir. Beceri temelli öğrenme, çoklu zekâ ve öğrenci merkezli öğrenme gibi yaklaşımların dikkate alınarak hazırlandığı Ortaöğretim Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı'nda temel becerilerin ön planda tutulduğu, öğrenme sürecine öğrencinin aktif katılım sağlayarak araştırma yapabileceği, keşfedebileceği, çözüm ve yaklaşımlarını paylaşıp tartışabileceği ortamların sağlanmasının önemi vurgulanmıştır. Din Kültürü ve Ahlak Bilgisi dersleri Milli Eğitim Temel Kanunu’nda belirtilen milli, manevi, ahlaki, insani ve kültürel değerlere sahip nesillerin yetiştirilebilmesi için önemli bir imkân sunmaktadır. Bu bağlamda bu derslerin öğretim programlarının eğitimde yaşanan gelişmeler doğrultusunda sürekli güncellenmesi ve çağın ihtiyaçlarına cevap verebilecek bir donanıma sahip olabilmesi yetişen nesillerin istendik bilgi, beceri, tutum ve davranışlar kazanması noktasında oldukça önemlidir. Yenilenmiş Bloom Taksonomisi de öğretim programlarının niteliğinin artırılmasında önemli bir etkiye sahiptir. Çalışmada Millî Eğitim Bakanlığı tarafından 2018-2019 eğitim öğretim yılında hazırlanarak uygulamaya konulan Ortaöğretim Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı’nda bulunan bilişsel kazanımların Yenilenmiş Bloom Taksonomisi’ ne göre incelenmesi hedeflenmiştir. Bu amaçla öğretim programında belirtilen kazanımlar öğrenme alanlarına göre sınıflandırılmış, ardından bilişsel kazanımlar bilgi ve bilişsel süreç boyutlarına göre analiz edilmiştir. Programda toplam 89 kazanım bulunmaktadır. Çalışmanın örneklemini, programda bulunan ve bilişsel alana ait olan 79 kazanım oluşturmaktadır. Öğretim programındaki bilişsel kazanımların bilişsel süreç boyutundaki genel dağılımlarında anlama ve değerlendirme basamaklarındaki yoğunluk dikkat çekmektedir. Kazanımların tümünün %39,24’ü anlama basamağında bulunurken %34,17’si değerlendirme basamağında yer almaktadır. Yaklaşık her dört kazanımdan üçünün bu basamaklarda bulunması tam öğrenmenin gerçekleşmesi için kazanımların her basamakta dengeli olarak dağılması gerekliliğiyle ters düşmektedir. Kazanımların %8,86’sı hatırlama basamağında yer alırken %17,72’si çözümleme basamağında bulunmaktadır. Öğrencilerin öğrendiği bilgilerden hareketle hayatta karşılaştığı problemleri çözülebilme kazanımını elde ettiği uygulama basamağı ile öğrenilen bilgilerden yola çıkılarak yeni bilgilerin ortaya konulmasının amaçlandığı yaratma basamağında hiçbir kazanımın bulunmaması programın önemli bir eksiğidir. Bu durum öğretim programında belirtilen; öğrencilerin bilgiyi üreten, hayatta işlevsel olarak kullanabilen ve bu sayede problem çözebilen, eleştirel düşünen, topluma ve kültüre katkı sağlayan nitelikler kazanması hedefiyle çelişmektedir. Bu çalışmada nitel araştırma yöntemleri arasında bulunan doküman analizi yöntemi kullanılmıştır. Bu yöntemde araştırılacak konu hakkında yazılı bilgi kaynaklarının incelenmesi amaçlanmaktadır. Bu süreç; verilere ulaşılması, verilerin orijinalliğinin kontrol edilmesi, anlaşılması, analizi ve araştırmanın amacına uygun olarak değerlendirilmesi olmak üzere beş aşamada gerçekleştirilmektedir. Bu doğrultuda konu kapsamında olan kitap, tez, bilimsel makale ve sempozyum bildirileri amaca uygun olarak taranarak analiz edilmiştir. Elde edilen veriler, 2018-2019 eğitim-öğretim yılından itibaren uygulanan Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı’nda bulunan kazanımların Yenilenmiş Bloom Taksonomisi’ne göre değerlendirilmesine zemin oluşturmuştur.