摘要：The quality of teaching is guided by a rich and deep curriculum, one of the most important aspects of education. Cognitive classifications, namely taxonomies, are used to evaluate objectives as the road maps of these programs. Taxonomies help understand the objectives, which are created to achieve the goals of the curricula. As one of these taxonomies, Marzano taxonomy, is discussed in the study. The objectives of 2018 biology, physics, chemistry and science curriculum programs were examined according to the new taxonomy of Marzano. Document analysis, one of the qualitative research methods, was conducted. Descriptive content analysis of 731 objectives was performed with respect to the domains of knowledge and cognitive system of the taxonomy. Data were tabulated by calculating frequency and percentage values. Based on the analysis, there were no any objectives in the procedures of psychomotor in any discipline. Objectives are only distributed in the information and mental procedures in each discipline. In the cognitive process, the number of objectives in the area of retrieval and comprehension is quite high. The objectives that fall into the areas of analysis and knowledge utilization involving high-level skills, are fewer numbers or none at all. The findings of the study are expected to give insight to educators, book writers and curriculum developers. It should be ensured that the new taxonomy of Marzano is applicable in evaluating curriculums in many different disciplines.
