REPRESENTATIONS OF COGNITIVE LEVELS AND COGNITIVE-METACOGNITIVE STRATEGIES IN THE SECONDARY SCHOOL TURKISH LANGUAGE CURRICULUM
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Abstract
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Abstract
This study examined the cognitive levels of learning outcomes and the cognitive and metacognitive strategies represented in process components in the Secondary School Turkish Language Curriculum within the Century of Türkiye Education Model (2024). Using document analysis, 104 learning outcomes and 310 associated process components were analyzed through Qualitative Content Analysis. Learning outcomes were coded according to the Revised Bloom’s Taxonomy, whereas the 267 process components explicitly reflecting cognitive or metacognitive strategies were further classified based on established strategy classification frameworks. The resulting categories were subsequently quantitized to examine their distributions, associations, and occurrence profiles using descriptive and inferential statistical analyses. The findings revealed that learning outcomes were concentrated at the Analyze and Evaluate levels, while no outcomes were identified at the Remember level. When examined across language skills, listening and reading outcomes were concentrated at the Analyze level, whereas speaking and writing outcomes were more frequently associated with the Apply and Evaluate levels. Analysis of the process components indicated a predominance of cognitive over metacognitive strategies, with organizational and elaboration strategies constituting the most frequently represented cognitive strategy types. Chi-square analysis revealed significant associations between cognitive levels and strategy types, with metacognitive strategies showing stronger associations with higher cognitive levels, particularly at the Evaluate and Create levels. Hierarchical cluster analysis further identified meaningful clusters of cognitive and metacognitive strategies based on the similarity of their occurrence profiles, suggesting functional groupings that are consistent with theoretical accounts of the interdependence of cognitive and metacognitive processes. Overall, the findings suggest that the curriculum emphasizes higher-order cognitive processes in its learning outcomes, while providing comparatively limited metacognitive support within the associated process components. Accordingly, the study highlights the need for a more balanced, holistic, and theoretically coherent integration of cognitive and metacognitive strategies in curriculum design.
Keywords
Bloom’s taxonomy, cognitive levels, cognitive strategies, metacognitive strategies, the Century of Türkiye Education Model
