Abstract

In this study learning objectives in content domain of fractions and decimal notation in primary education (grades 1-8) were evaluated by Revised Bloom’s Taxonomy. How to do the coding and analysis with the help of experts in the field to this extent is determined. The learning objectives were coded by three experts independently of each other according to the Revised Bloom’s Taxonomy. As a result of the first encoding, seven of the 60 learning objectives were not agreement. Later, as a result of mutual discussions, common results were obtained for these seven learning objectives. In this study there was not learning objective in "evaluate” step. Learning objectives were seen concentrated in the step of “applying” and “understanding”. Upper cognitive level learning objectives are very few. Given the role of these objectives in learning, it may be suggested that the program include a sufficient number of upper cognitive levels. Coding for one learning objective could not be done. As a result, preparing for learning objectives based on the Revised Bloom Taxonomy can positively affect meaningful learning.

Key words: Revised Bloom’s Taxonomy; grades 1-5 math curriculum; fractions, operations with fractions and decimal notation