Comparing Middle School Physics Achievement Standards in the 2015 and 2022 Revised Curricula Using Revised Bloom’s Taxonomy

Abstract

This study compared the achievement standards of the middle school physics domain in the 2015 and 2022 revised Korean science curricula using the Revised Bloom’s Taxonomy. The standards were analyzed in terms of knowledge dimensions, cognitive process dimensions, and action verbs. The results showed that both curricula were predominantly concentrated in ‘Conceptual knowledge’ and ‘Understand’. In the 2022 revised curriculum, ‘Factual knowledge’ increased, whereas ‘Procedural knowledge’ decreased and ‘Metacognitive knowledge’ was absent. ‘Understand’ became more dominant, while higher-order cognitive processes such as ‘Analyze’, ‘Evaluate’, and ‘Create’ appeared only minimally. The analysis of action verbs revealed greater diversity in the 2022 revised curriculum, although ‘Explain’ remained the most frequently used verb. Across all physics content areas, achievement standards were heavily concentrated in the combination of ‘Conceptual knowledge - Understand’. These findings suggest that future curriculum development could place greater emphasis on metacognitive knowledge and higher-order cognitive processes. Textbook design and classroom instruction may also benefit from providing students with more opportunities to engage in higher-order thinking and metacognitive reflection.