BİLİŞSEL ALANIN SINIFLAMASINDA (TAKSONOMİ) YENİ GELİŞMELER VE SINIFLAMALAR

Bu çalışma, bilişsel hedeflerin sınıflamasında (taksonomi) yaşanan gelişmeleri ve bu alanda geliştirilen yeni sınıflamaları tanıtmayı amaçlamaktadır. Ülkemizde bilişsel alanın sınıflamasında Bloom tarafından 1956 yılında yapılan sınıflama hâlen yoğun olarak kullanılmaktadır. Ancak Bloom’un sınıflamasına alternatif olarak geliştirilen yeni sınıflamalar ile bilişsel alanın sınıflamasındaki son gelişmeler yeterince izlenmemektedir. Bu çalışmada Bloom’un sınıflamasına alternatif olarak geliştirilen önemli sınıflamalar incelenmiştir. Bu alternatif sınıflamalar Bloom’un sınıflamasındaki temel düşünce ve anlayışı çok fazla değiştirmemiş, genellikle bazı basamakların isimlerinde veya basamakların sıralamasında değişiklikler yapmıştır. İleri sürülen alternatif sınıflamalar tek boyutlu (Gerlach ve Sullivan, Hannah ve Michaelis, Gagné ve Briggs, Stahl ve Murphy, Quellmalz, Hauenstein ve Haladayna) ve çok boyutlu (Tuckman, Marzano, Romizowski, Anderson ve Krathwohl, DeBlock, Williams ve Haladayna) olmak üzere iki grupta toplanmaktadır. Son yıllarda yapılan sınıflamalar iki boyutludur. Bu sınıflamalarda bilgiye ayrı bir önem verilmiş, bilişsel alan; içerik ve süreç olmak üzere iki boyuta ayrılarak incelenmiştir. Sonuçta, alternatif sınıflamalar Bloom’un sınıflamasını temel almış ve bu sınıflamada gördükleri eksiklikleri gidermeye çalışmışlardır.

Anahtar Kelimeler:

Bilişsel alan, Bloom, hedefler, hedeflerin aşamalı sınıflaması, yeni sınıflamalar

THE DEVELOPMENTS IN COGNITIVE DOMAIN AND NEW TAXONOMIES

The purpose of this study is to describe the new developments in the taxonomies of the objectives in cognitive domain. The taxonomy created by Bloom in 1956 is still used extensively in Turkey. However, alternative taxonomies developed after those of Bloom and new improvements in this area are not well know. This study aims to explain and do an in depth analysis of these alternative taxonomies. These alternative classifications did not bring big changes in Bloom’s taxonomy and the modifications are mostly related to altering the names or the order of the steps of taxonomies. These alternative classifications can be organized into two groups: one dimension and multiple dimensions taxonomies. One dimension classifications are made by Gerlach and Sullivan, Hannah and Michaelis, Gagné and Briggs, Stahl and Murphy, Quellmalz, Hauenstein and Haladayna. As for multiple dimension taxonomies, they are done by Tuckman, Marzano, Romizowski, Anderson and Krathwoh, DeBlock, Williams and Haladayna. Recent alternative taxonomies are two dimensions. Those taxonomies which favored two dimensions divided the cognitive domain into process and content and examined them separately. As a result, these alternative taxonomies aimed to make better classifications based on Bloom’s taxonomies.

Keywords:

Cognitive domain, Bloom, educational objectives, taxonomy new taxonomies,

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