摘要：The outcomes were codedinto dimensions based on descriptive analysis in the Revised Bloom Taxonomy.The study revealed that the outcomes framed for the 12th grade of 2013 biologycurriculum were more diverse in comparison to the same grade of the 2017 and2018 biology curriculums in terms of knowledge dimension. There were number of outcomes were higher inthe analysis and evaluation of cognitive dimensions in the 2013 biologycurriculum compared to the 2017 and 2018 biology curriculum. While the 2018biology curriculum for the 12th grade have four outcomes for thecreating level of the cognitive dimension, 2013 biology curriculum for the samegrade did not include any outcome for the creating level of the cognitivedimension.In this study, the learning outcomes of 2013,2017 and 2018 secondary biology programs were examined according to the revisedBloom Taxonomy and the distribution of the outcomes to the corresponding levelwas expressed in figures and graphics. A qualitative approach was employedthrough document analysis. The outcomes were coded into dimensions based on descriptive analysis in the Revised Bloom Taxonomy. The study revealed that the outcomes framed for the 12th grade of 2013 biology curriculum were more diverse in comparison to the same grade of the 2017 and 2018 biology curriculums in terms of knowledge dimension. There were number of outcomes were higher in the analysis and evaluation of cognitive dimensions in the 2013 biology curriculum compared to the 2017 and 2018 biology curriculum. While the 2018 biology curriculum for the 12th grade have four outcomes for the creating level of the cognitive dimension, 2013 biology curriculum for the same grade did not include any outcome for the creating level of the cognitive dimension.In this study, the learning outcomes of 2013, 2017 and 2018 secondary biology programs were examined according to the revised Bloom Taxonomy and the distribution of the outcomes to the corresponding level was expressed in figures and graphics. A qualitative approach was employed through document analysis.
