THE ATTAINMENTS IN THE FRAMEWORK ANNUAL PLAN FOR PRIMARY SCHOOL ADAPTATION CLASSES PREPARED WITHIN THE SCOPE OF PIKTES IN TERMS OF THE REVISED BLOOM TAXONOMY

Abstract

This research examined the attainments available within the framework annual plan of teaching Turkish as a foreign language prepared for under temporary protection Syrian primary school students continuing their education within scope of PIKTES according to the revised Bloom taxonomy. In the first phase of the analysis, a total of 72 attainments, including 19 in the listening skill, 13 in the speaking (oral production), 9 in speaking (verbal interaction), 15 in the reading skill and 16 in the writing were examined in the research. In the second stage, the action verbs corresponding to the cognitive process dimensions of the revised Bloom taxonomy were listed through various sources, and the attainments were analyzed by descriptive analysis. Considering these attainments in terms of knowledge dimension, 71.2% of the attainments were found to be at factual knowledge, 21.9% at the conceptual knowledge level, 6.8% at procedural knowledge, and no objective is available at the metacognitive knowledge level, meaning that factual knowledge dimension held the most attainments, while procedural knowledge had the fewest. When the attainments were analyzed in terms of cognitive process dimensions, 31.6% of the attainments were determined to be at the level of remembering, 21.9% understanding, 39.8% applying, 5.4% analyzing and 1.3% creating, and no objective is available at the evaluation level. This indicated that applying dimension had the most attainments, while creating dimension had the fewest.