Comparative Analysis of International Baccalaureate and Cambridge Chemistry Curriculum Based on the Revised Bloom's Taxonomy

Tonya D., YILDIRIM T.

JOURNAL OF EDUCATION AND FUTURE-EGITIM VE GELECEK DERGISI, sa.30, ss.85-98, 2026 (ESCI, TRDizin)

Özet

The aim of this study is to compare the learning objectives of the globally recognized International Baccalaureate Diploma Program (IBDP) and Cambridge International General Certificate of Secondary Education (IGCSE) Chemistry curricula according to the Revised Bloom's Taxonomy. In the study conducted through document analysis, 362 learning objectives in the IBDP and 353 learning objectives in the IGCSE were analyzed. The learning objectives were independently coded by two researchers according to the knowledge and cognitive process dimensions of Revised Bloom's Taxonomy (RBT), and discrepancies were resolved through discussion and expert consultation. The results were analyzed using frequency and percentage distributions. The results revealed that both curricula tended to emphasize the understand and apply levels within the cognitive process dimension, whereas objectives targeting the create category were scarce. In the knowledge dimension, conceptual and procedural knowledge were dominant in both curricula. However, notable differences emerged between the two programs. The IBDP included a higher proportion of learning objectives at the apply and evaluate levels, whereas the IGCSE curriculum contained more objectives at the remember and understand levels. These findings suggest that while both curricula prioritize conceptual understanding and the practical application of knowledge, the IBDP places greater emphasis on higher-order cognitive processes. By systematically mapping these cognitive disparities, this study provides an empirical benchmark to guide curriculum developers in bridging the gap between foundational chemistry education and advanced, higher-order skills.