Abstract

This study examined the effect of a professional development program on science teachers’ perceived and actual competencies in implementing revised Bloom’s Taxonomy. The study employed a single-group pretest-posttest design. The sample included 14 science teachers who varied in terms of gender, age, years of experience, and educational qualifications. The teachers worked in schools administered by the Turkish Ministry of National Education in the central district of Amasya and were selected through maximum variation sampling. Prior to and following implementation of the program, teachers completed the Perception of Competence Scale for Implementation of Revised Bloom’s Taxonomy and an achievement test with open-ended questions about implementation competencies in the revised taxonomy. The results revealed that the professional development program improved teachers’ perceived and actual competencies in applying the revised taxonomy. These results demonstrate the positive impact of professional development training on improving instructional practices.

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