A1 Journal article (refereed)
The Intellectual Demands of the Intended Chemistry Curriculum in Czechia, Finland, and Turkey : A Comparative Analysis Based on the Revised Bloom’s Taxonomy (2020)

Elmas, R., Rusek, M., Lindell, A., Nieminen, P., Kasapoglu, K., & Bílek, M. (2020). The Intellectual Demands of the Intended Chemistry Curriculum in Czechia, Finland, and Turkey : A Comparative Analysis Based on the Revised Bloom’s Taxonomy. Chemistry Education Research and Practice, 21(3), 839-851. https://doi.org/10.1039/D0RP00058B

JYU authors or editors

Publication details

All authors or editors: Elmas, Ridvan; Rusek, Martin; Lindell, Anssi; Nieminen, Pasi; Kasapoglu, Koray; Bílek, Martin

Journal or series: Chemistry Education Research and Practice

eISSN: 1756-1108

Publication year: 2020

Volume: 21

Issue number: 3

Pages range: 839-851

Publisher: Royal Society of Chemistry

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1039/D0RP00058B

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/68634


Understanding the intellectual demands of an intended curriculum is crucial as it defines the frames for actual teaching and learning processes and practice during the lessons. In this study, upper-secondary school chemistry curricula contents in Czechia, Finland, and Turkey were analysed, and their objectives were compared using the Revised Bloom’s Taxonomy (RBT). The intellectual demands were examined analysing the action verbs of the three curricula objectives based on their association with the intended cognitive process dimensions in the RBT. The Turkish upper-secondary chemistry curriculum was found to be more structured, detailed, and containing more objectives compared to the Czech and Finnish curricula. The domineering objectives in cognitive demands were Understand (77.2%) and Analyse and Apply (both 7.1%). Conceptual items dominated (59.8%) with Procedural items identified (29.1%). Also, there are five Metacognitive items (3.9%). Czech curriculum, compared to the Finnish and Turkish curricula, does not take modern trends in the field of chemistry into account. The cognitive demands in the Czech curriculum were skewed toward Apply (40%) with Understand and Evaluate accordingly represented by 20%. The Conceptual items dominate with 53.3% occurrence. In the Finnish curriculum, the cognitive demands were skewed toward Apply (47.1%) with Create (23.5%) and Understand (17.6%). Procedural (35.3%) domains predominating, although Metacognitive objectives represent a significant share (23.5%) too. These findings from the contents and intellectual demands of the curricula in each of the three countries have the potential to help teachers and other actors in education to design the interventions and assessments implemented in the classes. Comparing the distribution of the intellectual demands between the countries provides an international reference for educational reforms in hand in many countries.

Keywords: natural sciences; chemistry; learning objectives; demands; curricula; general upper secondary school; comparative research

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2020

JUFO rating: 1

Last updated on 2021-25-08 at 12:08