Comparison Analysis of Life Science Achievement Standards of the 2015 and 2022 Revised Common Education Science Curriculum Based on Bloom's Revised Taxonomy

Objectives This study aimed to compare and analyze the life domain achievement standards of the 2015 and 2022 revised science and common curriculum based on Bloom's new educational goal classification system. Methods Standards of the life area of the 2015 and 2022 revised curriculum were analyzed, and if there were two or more goals indicated by the achievement standards, they were classified as double texts. 65 achievement standards for the life domain of the 2015 revised curriculum and 60 achievement standards for the 2022 revised curriculum were analyzed. After preliminary analysis based on the target analysis framework, the agreement was verified with five researchers, and the actual analysis was conducted, and conclusions were drawn based on the results. Results As a result of the classification of knowledge dimensions in both the 2015 and 2022 revised common curriculum achievement standards in the life area, factual knowledge was the most common, and there were no achievement standards corresponding to metacognitive knowledge. As a result of classification at the cognitive process level, the knowledge corresponding to ‘understanding.’ was the most, and the achievement standards corresponding to ‘analyzing.’, ‘evaluating’, and ‘inventing’ were small. As a result of comparison by grade group, it was found that in the 3rd and 4th grade groups, factual knowledge increased and procedural knowledge decreased as the curriculum was revised, while in the 5th and 6th grade groups, factual knowledge decreased and procedural knowledge increased. As a result of analyzing the 2022 revised common curriculum by grade group, the achievement standards corresponding to factual knowledge and ‘understanding’ are the most common in all grade groups, and the achievement standards corresponding to ‘remembering’ tend to increase as the grade group increases. It seemed. Conclusions The problem that achievement standards are concentrated in certain dimensions has still not been improved. Achievement standards should be intentionally structured to reflect diverse knowledge and cognitive process dimensions. In addition, teachers who set learning goals based on achievement standards and implement them in the classroom need to design classes to include knowledge and cognitive processes at various levels to help students develop holistically.