摘要：In this research, it was aimed to investigate the written exam questions asked in the first term of the 2012-2013 academic year by the social studies teachers according to knowledge and cognitive process dimension of Revized Bloom’s Taxonomy. The scope of the study comprised the questions asked in the written exams by the social studies teachers working at the elementary schools located in İzmir, Manisa, Bursa, İstanbul, Adana, Gaziantep, Sanliurfa, Diyarbakır and Erzurum provinces. Research data were collected via document analysis, one of the qualitative research methods. The questions were examined separately by the researchers according to Revized Bloom’s Taxonomy and were placed in the two-dimensional taxonomy. According to the research findings, the questions were represented at the highest level in the factual knowledge and the conceptual knowledge sub-dimensions of the knowledge dimension, while they were represented at the lowest level in the procedural knowledge sub-dimension of the knowledge dimension. It was revealed that no exam questions were prepared regarding metacognitive knowledge sub-dimension. In the cognitive process dimension, the questions were prepared in remember, understand, analyze, evaluate and apply sub-dimensions respectively. It was found that cognitive process sub-dimension was not used in the process of preparation of the exam questions. In the light of these results, it may be suggested that the social studies teachers mostly used the items me
关键词：Revized Bloom’s Taxonomy; Written Exam Questions of the Social Studies Course; Curriculum of Social
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