INVESTIGATION OF THE LEARNING OUTCOMES IN THE TURKISH COURSE CURRICULUM (FROM 5TH GRADE TO 8TH GRADE) IN TERMS OF THE SOLO TAXONOMY

Abstract

The purpose of the study is to examine the Turkish Course Curriculum (2019) in terms of the SOLO taxonomy and determine to which level the learning outcomes correspond. Document analysis, one of the qualitative research methods, was used as the data analysis method. In this context, the learning outcomes in the Turkish Course Curriculum, which was drafted in 2017 and put into practice between 2018 and 2019, were used for the data source. It was observed that the learning outcomes in the curriculum were classified as listening, speaking, reading and writing. While classifying the learning outcomes, the levels of the Solo taxonomy were considered. The results showed that 162 learning outcomes s mostly corresponded to the level of relational. It was followed by the level of Multistructural (76 learning outcomes), the level of extended abstract (28 learning outcomes) and the level of unistructural (23 learning outcomes). As the grade level increased, the number of unistructural and multi-structural learning outcomes decreased. Additionally, as the learning outcomes of the extended abstract level were expected to increase, there was no increase. As a result, the o learning outcomes in the Turkish Course Curriculum are not adequate and suitable for the SOLO taxonomy.