Examining the Learning Outcomes of the 2024 5th Grade Science Curriculum According to the Revised Bloom's Taxonomy and Comparison with Artificial Intelligence
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| Title: | Examining the Learning Outcomes of the 2024 5th Grade Science Curriculum According to the Revised Bloom's Taxonomy and Comparison with Artificial Intelligence |
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| Language: | English |
| Authors: | Mehmet Diyaddin Yaşar (ORCID |
| Source: | Science Insights Education Frontiers. 2026 32(2):5229-5247. |
| Availability: | Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_sief@bonoi.org; Web site: http://bonoi.org/index.php/sief |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Elementary School Science, Grade 5, Artificial Intelligence, Classification, Learning Objectives, Taxonomy, Foreign Countries, Cognitive Processes |
| Geographic Terms: | Turkey |
| ISSN: | 2644-058X 2578-9813 |
| Abstract: | The purpose of this study is to compare the classifications that researchers and artificial intelligence must make in terms of the Cognitive Process Dimension and the Knowledge Dimension of the updated Revised Bloom's Taxonomy in order to analyze the learning outcomes of the 2024 5th Grade Science Curriculum. The document analysis method, a qualitative research design, was employed in this study. 28 learning outcomes of the 2024-redesigned science curriculum for fifth grade were analyzed in this study. Two faculty members with expertise in scientific education first classified these learning outcomes independently, and then they came to a consensus to finish the classification. Artificial intelligence later categorized the learning outcomes according to both the knowledge and cognitive process dimensions. Consequently, both dimensions were used to compare the researchers' categorization with the artificial intelligence's classification. The results showed that the authors and artificial intelligence categorized 18 outcomes in terms of the cognitive process dimension and 22 outcomes in terms of the knowledge dimension in the same dimension. It is evident that artificial intelligence classifies learning outcomes in a manner comparable to that of the authors, but it also classifies learning outcomes that share some similar expressions across several dimensions. It is recommended that professionals in the field verify the analysis of learning outcomes in science curricula and other artificial intelligence studies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506547 |
| Database: | ERIC |
| Abstract: | The purpose of this study is to compare the classifications that researchers and artificial intelligence must make in terms of the Cognitive Process Dimension and the Knowledge Dimension of the updated Revised Bloom's Taxonomy in order to analyze the learning outcomes of the 2024 5th Grade Science Curriculum. The document analysis method, a qualitative research design, was employed in this study. 28 learning outcomes of the 2024-redesigned science curriculum for fifth grade were analyzed in this study. Two faculty members with expertise in scientific education first classified these learning outcomes independently, and then they came to a consensus to finish the classification. Artificial intelligence later categorized the learning outcomes according to both the knowledge and cognitive process dimensions. Consequently, both dimensions were used to compare the researchers' categorization with the artificial intelligence's classification. The results showed that the authors and artificial intelligence categorized 18 outcomes in terms of the cognitive process dimension and 22 outcomes in terms of the knowledge dimension in the same dimension. It is evident that artificial intelligence classifies learning outcomes in a manner comparable to that of the authors, but it also classifies learning outcomes that share some similar expressions across several dimensions. It is recommended that professionals in the field verify the analysis of learning outcomes in science curricula and other artificial intelligence studies. |
|---|---|
| ISSN: | 2644-058X 2578-9813 |
