Akademik Veri Yönetim Sistemi
Milli Egitim, cilt.51, sa.233, ss.665-687, 2022 (Scopus)
The document analyzing method was used in this study, which examines the distribution of the objectives of life studies teaching program, which helps the individual to recognize herself and adapt to society and the environment, according to cognitive, affective and psychomotor domains. In the 2015 and 2018 life studies curricula, the cognitive domain was addressed within the framework of “Revision Bloom's Taxonomy”, the affective domain “Krathwohl, Bloom and Masia Affective Domain Taxonomy” and the psychomotor domain within the “Simpson's Psychomotor Domain Taxonomy”. According to the findings obtained; it was concluded that the objectives of the 2015 and 2018 life studies curriculum, according to the Revised Bloom Taxonomy, were generally at the level of recall and comprehension, the number of objectives decreased towards higher levels and there was no objective in the "creation" step, which is the top step. When the distribution according to Krathwohl, Bloom and Masia Affective Domain Taxonomy is analyzed, it is at the "receiving" step, which is the lowest of both 2015 and 2018 life studies curriculum objectives. However, as the grade levels increase in the 2015 program, the gains in the affective domain increase. In the 2018 program, it is seen that affective field objectives do not differ between grade levels. When the distribution is examined according to Simpson's Psychomotor Domain Taxonomy, the number of objectives related to the psychomotor field decreases with the increase of class levels