Purpose of the Study The aim of this study is to evaluate the functions within the scope of the cognitive field in the 5th Grade Social Sciences Curriculum in terms of to which category of knowledge dimension and to which stage of the cognitive process dimension they belong in the revised taxonomy.
For this purpose, answers to the following questions were sought: 1. In the academic year, to which stages do the functions within the scope of the cognitive field in the 5th Grade Social Studies Curriculum belong considering the knowledge and the cognitive process dimensions of the revised taxonomy?
What is the distribution of the functions in the scope of cognitive field in the 5th Grade Social Studies Curriculum according to the knowledge and cognitive process dimensions of the revised taxonomy? Three experts were consulted on the dimensions.
In the study, the researchers first examined the functions in the learning areas of the 5th grade level of the curriculum. They assessed to which stages the functions belong in the cognitive process and knowledge dimensions of the revised taxonomy.
Findings, Conclusion and Recommendations In this study, the functions within the scope of the cognitive field in the 5th Grade Social Sciences Curriculum were evaluated in terms of to which category of knowledge dimension and to which stage of the cognitive process dimension they belong in the revised taxonomy.
The results obtained are presented in Table 2 showing the distribution. There are 33 functions in 7 learning areas in the 5th Grade Social Studies Curriculum. It was found that 3 of these functions were in affective domain and 30 of them were in cognitive process dimension. In line with the research findings; 1. It was determined that there are 30 functions in the cognitive domain in the 5th Grade Social Studies Program. Regarding the findings about the cognitive process dimension, the results are as follows: 2.
However, very few functions aimed at improving the skills of evaluation, design, suggesting a hypothesis and coming up with new products are included.
Curriculums in line with the constructivist approach are prepared to allow the students' active participation in the class. The Social Studies Curriculum is also prepared accordingly. Nevertheless, modern societies need more and more individuals who are able to analyze and find solutions to new problems they encounter by using analysis and synthesis skills.
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