Analysis of knowledge types and cognitive levels in the new science curriculum

The Science Curriculum Standards for Compulsory Education (2022 Edition) presents disciplinary core concepts and interdisciplinary concepts, and divides the learning content into four academic segments based on students’ cognitive level and learning progression. Based on the revised Bloom’s taxonomy of educational objectives, the content analysis method was used to analyze the curriculum content from both qualitative and quantitative perspectives. The results show that: the curriculum content is mainly factual knowledge, focusing on the levels of memorization, comprehension and application; there are differences in the types of knowledge and their cognitive levels in different subject areas; and the types of knowledge and cognitive levels show a certain degree of progression in the academic segments. Based on this, an integrated progression system of science concepts and cognitive levels was constructed. In the future, science teachers need to improve the teaching and evaluation of higher cognitive levels, examine knowledge learning from the perspective of literacy development, and teach the integration of scientific concepts and cognitive levels.