Curriculum Analysis According To Bloom's Revised Taxonomy In Science And Mathematics

Abstract

To achieve scientific literacy, curriculum design is fundamental and, in addition to the content, it must take into account the cognitive development characteristics of the learners (Sacristán, 2007; Razzouk, 2008), as well as how to approach them with practical proposals and guidelines (Acevedo, 2004; De Ibarrola, 2012).  Given the abstract component of mathematics and science, to achieve the correct literacy of individuals it is necessary to minimise anxiety (Hopko et al., 2003) and rejection of this type of discipline (Pérez-Martín, 2018). For this reason, the design of the curriculum is fundamental not only in terms of content, but also in the way it is approached, with practical proposals and guidelines to guide students in their learning and evaluation (Acevedo, 2004), considering the cognitive development of the students (Sacristán, 2007; Razzouk, 2008).  In terms of scientific knowledge, there are two similar concepts: literacy (acquisition of knowledge) and competence (use, applicability, and transfer of content) (Cañal et al., 2012). Active learning methodologies such as Context-Based Learning (CBL) (Avargil et al., 2012; Sanmartí and Márquez, 2017), guided constructivist methodologies such as the 5E methodology (García-Grau et al., 2021) and others have been shown to be useful for students' scientific literacy. Thus, Pedrinaci (2013) states that the scientifically literate individual is the one who can be scientifically competent.