Examining the Preschool Curriculum in terms of Taxonomies

Müge Kunt; Gülhan Yılmaz Bursa

Article Details

Examining the Preschool Curriculum in terms of Taxonomies

Authors:

Müge Kunt | Gülhan Yılmaz Bursa

Publisher:

Gazi University

Main Topics:

Okul Öncesi Eğitim

Journal:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 2, pp.794-814

Document Type:

Article

Publication Date:

8/2024

Document Language:

Turkish

Document ID (Org No.):

2001325015

pISSN:

2459-1912

Keywords:

Abstract:

 Scientists working in the field of curriculum emphasize that learning outcomes are one of the basic elements of curricula and shed light on the general structure of the curriculum. Taxonomies are known to be the resources used in the development of learning outcomes. In this study, it was aimed to examine the learning outcomes in the cognitive domain of the 2024 Preschool Curriculum of the Ministry of National Education according to the SOLO taxonomy and the learning outcomes in all developmental areas according to the revised Bloom taxonomy and to determine which level of the taxonomies the learning outcomes correspond to. In line with the purpose of the study, document analysis method, one of the qualitative research designs, was used. 2024 Preschool Curriculum was used as the data source, and the learning outcomes under the development areas in the curriculum were examined. Three coding forms were created for this analysis. The data of the study were analyzed using descriptive analysis technique. As a result, it was seen that the learning outcomes in the renewed 2024 Preschool Curriculum were almost equally distributed according to taxonomies and were included in all steps, which shows that the learning outcomes are comprehensive.

 Scientists working in the field of curriculum emphasize that learning outcomes are one of the basic elements of curricula and shed light on the general structure of the curriculum. Taxonomies are known to be the resources used in the development of learning outcomes. In this study, it was aimed to examine the learning outcomes in the cognitive domain of the 2024 Preschool Curriculum of the Ministry of National Education according to the SOLO taxonomy and the learning outcomes in all developmental areas according to the revised Bloom taxonomy and to determine which level of the taxonomies the learning outcomes correspond to. In line with the purpose of the study, document analysis method, one of the qualitative research designs, was used. 2024 Preschool Curriculum was used as the data source, and the learning outcomes under the development areas in the curriculum were examined. Three coding forms were created for this analysis. The data of the study were analyzed using descriptive analysis technique. As a result, it was seen that the learning outcomes in the renewed 2024 Preschool Curriculum were almost equally distributed according to taxonomies and were included in all steps, which shows that the learning outcomes are comprehensive.

 Scientists working in the field of curriculum emphasize that learning outcomes are one of the basic elements of curricula and shed light on the general structure of the curriculum. Taxonomies are known to be the resources used in the development of learning outcomes. In this study, it was aimed to examine the learning outcomes in the cognitive domain of the 2024 Preschool Curriculum of the Ministry of National Education according to the SOLO taxonomy and the learning outcomes in all developmental areas according to the revised Bloom taxonomy and to determine which level of the taxonomies the learning outcomes correspond to. In line with the purpose of the study, document analysis method, one of the qualitative research designs, was used. 2024 Preschool Curriculum was used as the data source, and the learning outcomes under the development areas in the curriculum were examined. Three coding forms were created for this analysis. The data of the study were analyzed using descriptive analysis technique. As a result, it was seen that the learning outcomes in the renewed 2024 Preschool Curriculum were almost equally distributed according to taxonomies and were included in all steps, which shows that the learning outcomes are comprehensive.

 Eğitim programı alanında çalışan bilim insanları kazanımların, eğitim programlarının temel öğelerinden olduğunu ve programın genel yapısına ışık tuttuğunu vurgulamaktadır. Taksonomilerin ise kazanımların geliştirilmesinde kullanılan kaynaklar olduğu bilinmektedir. Bu çalışmada, 2024 Okul Öncesi Eğitim Programında bilişsel boyut içerisinde yer alan kazanımların SOLO taksonomisine; bilişsel gelişim, dil gelişimi, fiziksel gelişim ve sağlık ile sosyal duygusal gelişim ve değerler alanlarında yer alan kazanımların ise yenilenmiş Bloom taksonomisine göre incelenmesi ve kazanımların taksonomilerin hangi düzeyine karşılık geldiğinin belirlenmesi amaçlanmıştır. Araştırmanın amacı doğrultusunda nitel araştırma desenlerinden olan doküman incelemesi yöntemi kullanılmıştır. Veri kaynağı olarak MEB 2024 Okul Öncesi Eğitim Program Kitabı kullanılmış, programda gelişim alanlarının altında yer alan kazanımlar incelenmiştir. Bu inceleme için üç kodlama formu oluşturulmuştur. İlk form, Bilişsel, Duyuşsal ve Devinimsel Boyutlara Göre Kazanım Değerlendirme Formu olarak adlandırılmıştır. İkinci Form, SOLO Taksonomisine göre Kazanım Değerlendirme Formu ve üçüncü form Yenilenmiş Bloom Taksonomisine göre Kazanım Değerlendirme Formu olarak hazırlanmıştır. Çalışmaya ait veriler betimsel analiz tekniği kullanılarak analiz edilmiştir. Sonuç olarak yenilenen 2024 Okul Öncesi Eğitim Programında yer alan kazanımların taksonomilere göre dağılım neredeyse eşit olduğu, tüm basamaklarda yer aldığı görülmektedir. Bu da kazanımların kapsamlı olduğunu göstermektedir.

Article Details

Examining the Preschool Curriculum in terms of Taxonomies

Authors:

Müge Kunt | Gülhan Yılmaz Bursa

Publisher:

Gazi University

Main Topics:

Okul Öncesi Eğitim

Journal:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 2, pp.794-814

Document Type:

Article

Publication Date:

8/2024

Document Language:

Turkish

Document ID (Org No.):

2001325015

pISSN:

2459-1912

Preschool Curriculum

SOLO Taxonomy

Bloom's Taxonomy

CurriculumOkul Öncesi Eğitim Programı

SOLO Taksonomisi

Bloom Taksonomisi

Eğitim programı

Issues

Article Details

Authors: Müge Kunt | Gülhan Yılmaz Bursa

Publisher: Gazi University

Main Topics: Okul Öncesi Eğitim

Journal: Türk Eğitim Bilimleri Dergisi Vol.22 Issue 2, pp.794-814

Document Type: Article

Publication Date: 8/2024

Document Language: Turkish

Document ID (Org No.): 2001325015

pISSN: 2459-1912

Issues

Authors:

Müge Kunt | Gülhan Yılmaz Bursa

Publisher:

Gazi University

Main Topics:

Okul Öncesi Eğitim

Journal:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 2, pp.794-814

Document Type:

Article

Publication Date:

8/2024

Document Language:

Turkish

Document ID (Org No.):

2001325015

pISSN:

2459-1912