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Dergiler / Journal of Education and Future / 2026 / Sayı: 30

Uluslararası Bakalorya ve Cambridge Kimya Öğretim Programlarının Yenilenmiş Bloom Taksonomisine Göre Karşılaştırmalı Analizi

Comparative Analysis of International Baccalaureate and Cambridge Chemistry Curriculum Based on the Revised Bloom's Taxonomy

Dilara Tonya(ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ)0009-0004-8907-8601
Tamer Yıldırım(ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ)0000-0001-8605-5384
Sayfa
85–98
Yayın Tarihi
2026-09-01
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Bulgular frekans ve yüzde değerler halinde tablo ve grafik olarak sunulmuştur.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu araştırmanın amacı, ortaöğretim seviyesinde uluslararası yürürlükte olan Uluslararası Bakalorya Diploma Programı (IBDP) ve Cambridge Uluslararası Genel Ortaöğretim Eğitim Sertifikası (IGCSE) kimya dersi öğretim programları öğrenme hedeflerini Yenilenmiş Bloom Taksonomisi (YBT) göre karşılaştırmalı incelemektir.
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Temel Bulgular & Veri:Araştırmanın veri kaynakları, Bakalorya Diploma Programı’nda 362 ve Cambridge programında 353 öğrenme çıktısı olmuştur.
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Sonuç & Katkı:Bulgular frekans ve yüzde değerler halinde tablo ve grafik olarak sunulmuştur.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Kimya Öğretim Programı · Uluslararası Bakalorya Organizasyonu · Uluslararası Cambridge Eğitimi

Özet

Bu araştırmanın amacı, ortaöğretim seviyesinde uluslararası yürürlükte olan Uluslararası Bakalorya Diploma Programı (IBDP) ve Cambridge Uluslararası Genel Ortaöğretim Eğitim Sertifikası (IGCSE) kimya dersi öğretim programları öğrenme hedeflerini Yenilenmiş Bloom Taksonomisi (YBT) göre karşılaştırmalı incelemektir. Çalışmada nitel araştırma desenlerinden doküman analizi yöntemi kullanılmıştır. Araştırmanın veri kaynakları, Bakalorya Diploma Programı’nda 362 ve Cambridge programında 353 öğrenme çıktısı olmuştur. Öğrenme hedefleri, YBT'nin bilgi ve bilişsel süreç boyutlarına göre iki araştırmacı tarafından bağımsız olarak kodlanmış ve farklılıklar tartışma ve uzman danışmanlığı yoluyla çözülmüştür. Bulgular frekans ve yüzde değerler halinde tablo ve grafik olarak sunulmuştur. Sonuçlar, her iki programın da bilişsel süreç boyutunun anlama ve uygulama kategorilerine ağırlıklı olarak vurgu yaptığını, yaratma kategorisini hedefleyen kazanımların ise az olduğunu ortaya koydu. Bilgi boyutunda, her iki programda da kavramsal ve prosedürel bilgi baskındı. Bununla birlikte, iki program arasında önemli farklılıklar ortaya çıktı. IGCSE müfredatı ile karşılaştırıldığında, IBDP, uygulama ve değerlendirme seviyelerinde daha yüksek oranda öğrenme hedefi içerirken, IGCSE programı hatırlama ve anlama seviyelerinde daha fazla hedef içeriyordu. Bu bulgular, her iki müfredat da kavramsal anlayışı ve bilginin pratik uygulamasını önceliklendirirken, IBDP'nin daha üst düzey bilişsel süreçlere daha fazla önem verdiğini göstermektedir. Bu çalışma bilişsel farklılıkları sistematik olarak haritalandırarak, müfredat geliştiricilerine temel kimya eğitimi ile ileri düzey, üst düzey beceriler arasındaki boşluğu kapatmada yol göstermek için ampirik bir ölçüt sağlamaktadır.

Abstract

The aim of this study is to compare the learning objectives of the globally recognized International Baccalaureate Diploma Program (IBDP) and Cambridge International General Certificate of Secondary Education (IGCSE) Chemistry curricula according to the Revised Bloom's Taxonomy. In the study conducted through document analysis, 362 learning objectives in the IBDP and 353 learning objectives in the IGCSE were analyzed. The learning objectives were independently coded by two researchers according to the knowledge and cognitive process dimensions of Revised Bloom's Taxonomy (RBT), and discrepancies were resolved through discussion and expert consultation. The results were analyzed using frequency and percentage distributions. The results revealed that both curricula tended to emphasize the understand and apply levels within the cognitive process dimension, whereas objectives targeting the create category were scarce. In the knowledge dimension, conceptual and procedural knowledge were dominant in both curricula. However, notable differences emerged between the two programs. The IBDP included a higher proportion of learning objectives at the apply and evaluate levels, whereas the IGCSE curriculum contained more objectives at the remember and understand levels. These findings suggest that while both curricula prioritize conceptual understanding and the practical application of knowledge, the IBDP places greater emphasis on higher-order cognitive processes. By systematically mapping these cognitive disparities, this study provides an empirical benchmark to guide curriculum developers in bridging the gap between foundational chemistry education and advanced, higher-order skills.

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Bu Makaleye Atıf Yap

Tonya, D., Yıldırım, T. (2026). Uluslararası Bakalorya ve Cambridge Kimya Öğretim Programlarının Yenilenmiş Bloom Taksonomisine Göre Karşılaştırmalı Analizi. Journal of Education and Future, Sayı: 30, 85–98. https://doi.org/10.30786/jef.1784778

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