Examining prospective teachers’ analysis skills of instructional objectives according to revised bloom’s taxonomy

Abstract

The purpose of this study is to examine prospective teachers’ analysis skills about examples of the “cognitive domain objectives” according to Revised Bloom’s Taxonomy. The study, which is a descriptive research designed as a survey method, utilized simple random sampling method. The participants were 130 third-year prospective teachers who were enrolled in Classroom Teaching, Social Studies and Science Teaching departments. Data were collected using the Socio-demographic Form and the Analysis Test of Instructional Objectives (ATIO) developed by the researchers. Data analysis included both qualitative and quantitative methods. Results showed that the means that prospective teachers obtained from the cognitive process dimension in ATIO were higher in comparison to knowledge type. Besides, a significant difference was found between the means of the knowledge type in favor of the participants who prepare instructional plan. The knowledge type dimension, the means of prospective primary teachers and prospective science teachers were found to be significantly higher than the mean of prospective social studies teachers. It was found that there was only a significant difference in favor of the prospective primary teachers in the cognitive process dimension. It could be recommended that practices such as preparing instructional plan should emphasize both cognitive processes and knowledge types in order to support analysis skills of prospective teachers.