Investigation of 2018 Turkish Language Curriculum (5, 6, 7, 8th Grade) According to Revised Bloom Taxonomy

Nowadays, there are many variables that should be taken into consideration in the preparation of the curriculum. One of them is taxonomies. In the literature, the most emphasized taxonomy in the preparation of the curriculum is the Revised Bloom Taxonomy. The aim of this study is to determine the distributions in 2018 Turkish Course Curriculum according to the Revised Bloom Taxonomy and to determine the distributions in terms of information size and cognitive process dimension. In this study, the qualitative research method was used to reach this goal and the data were analyzed by document analysis. As a result of the document analysis, in terms of the information dimension of the achievements in Turkish Language Teaching Program; 53.33% of the information type, 45.33% of the conceptual information type, 1.33% of the factual information type were found to be. In the cognitive knowledge category, no gain was determined. When the learning outcomes were examined in terms of cognitive process dimensions, it was determined that a significant portion (34.74%) was in the understanding and application (28.42%) level. The total cognitive skills, that is, the rate of achievements in the analysis, evaluation and creation stage, which require high-level thinking skills, has been determined as 36.84%. Considering that one of the important objectives of Turkish education is to improve the higher-order thinking skills of individuals, it is necessary to prepare Turkish course curricula in accordance with this purpose and to give metacognitive skills (analysis, evaluation, creating) skills in the distribution of achievements in cognitive process dimension