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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
Language: English
Authors: Mehmet Diyaddin Yaşar (ORCID 0000-0001-7512-580X), Mehmet Yakışan (ORCID 0000-0002-5359-2826), Bilal Tanı (ORCID 0009-0000-5962-9573)
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
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  Data: <searchLink fieldCode="AR" term="%22Mehmet+Diyaddin+Yaşar%22">Mehmet Diyaddin Yaşar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7512-580X">0000-0001-7512-580X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mehmet+Yakışan%22">Mehmet Yakışan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5359-2826">0000-0002-5359-2826</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bilal+Tanı%22">Bilal Tanı</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-5962-9573">0009-0000-5962-9573</externalLink>)
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  Data: 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
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  Data: 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.
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      – Text: English
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        StartPage: 5229
    Subjects:
      – SubjectFull: Elementary School Science
        Type: general
      – SubjectFull: Grade 5
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Classification
        Type: general
      – SubjectFull: Learning Objectives
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      – SubjectFull: Taxonomy
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Cognitive Processes
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      – TitleFull: 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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