The analysis of 9th grade chemistry curriculum and textbook according to revised Bloom’s taxonomy

The aim of this study is to taxonomically analyse the 9th grade Turkish chemistry curriculum. A descriptive analysis method used throughout study. document applied as a construct codes and themes reflect results exhibit that most learning outcomes curriculum focus on understand level (61%), other levels are remember (16%), apply (5%), (13%), evaluate (0%) create (5%). In addition, in distribution cognitive domain conceptual knowledge (79%), factual metacognitive (5%) procedural (0%). textbook clearly shows majority units based particular units; however, has no some such second, third fourth units.
 Keywords: Chemistry curriculum; revised Bloom’s taxonomy; secondary science education;