Examining the learning objectives related to sustainable development in high school physics curricula vis-à-vis the sustainable development goals and revised Bloom’s taxonomy

Examining the learning objectives related to sustainable development in high school physics curricula vis-à-vis the sustainable development goals and revised Bloom’s taxonomy | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Examining the learning objectives related to sustainable development in high school physics curricula vis-à-vis the sustainable development goals and revised Bloom’s taxonomy Mustafa ERDEMIR This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3981308/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study determines and classifies the learning objectives related to sustainable development (SD) in the physics curricula of the 9th, 10th, 11th, and 12th grades in line with the sustainable development goals set by the United Nations (UN) and Revised Bloom’s Taxonomy (RBT). The classification of learning objectives in line with RBT revealed that these objectives only focus on the cognitive domain, and no learning objectives considering the affective and psychomotor domains were present in the curriculum. Regarding the levels of cognitive learning, the objectives were mainly related to applying, analyzing, and evaluating. The classification of objectives in line with the SD goals showed that the objectives were mostly concerned with the economic pillar of sustainability, followed by the environmental and social pillars. The study concludes that SD-related learning objectives in the physics curriculum are related to the cognitive domain rather than the affective and psychomotor domains. Sustainable development physics curriculum objectives revised Bloom’s taxonomy Figures Figure 1 Figure 2 Literature The concept of sustainability came to the agenda with the 1987 Brundtland Report and the UN started to work on the subject. The studies categorized sustainable development (SD) under environmental, economic and social headings. In 2015, the UN set targets for sustainable development until 2030. The UN emphasized that it is important to achieve the set targets, and countries, institutions and organizations were asked to fulfill their responsibilities. There are studies on the limitations of the sustainable development themes identified by the UN. These limitations are summarized as; the themes do not meet today's expectations, some themes are prominent, economic growth and SD are contradictory, the themes are human-centered, the studies are not sufficient in achieving SD goals, the studies are at the cognitive level (the implementation aspect is weak), the themes should be structured according to cultures, although there is an awareness (awareness) for SD in education and training activities, the implementation aspect is weak. According to Baum (2021), since the criteria for sustainable development set by the United Nations (UN) are insufficient and do not meet today's expectations, he proposed criteria for a coherent comprehensive economy, social justice, environment, needs and rights, democracy and long-term perspective, and stated that social issues should be prioritized. In addition to the environmental, economic and social dimensions of sustainable development, it should include ecocentric education, eco-pedagogy and different economic models (Kopnina, 2020). Moreover, the SD criteria are set according to global goals and do not take into account the cultural structures of nations (regions). Subject content for SD in courses should be shaped according to culture, critical pedagogy should be adopted, and it should be a lifelong learning process (Gokool-Ramdoo & Rumjaun 2017). Environmental studies have come to the fore in studies on sustainability. It was emphasized that sustainability is not limited to environmental protection and environmental science (Washington, 2015). It was stated that sustainable development education should be separated from environmental education and problem-based interdisciplinary learning should be provided (Dale & Newman, 2005). Studies have shown that there is a contradiction between economic growth and sustainability and that sustainability and sustainable development are not the same thing. Sustainability and sustainable development are not the same thing (Washington, 2015), the main causes of environmental unsustainability are precisely the population and consumption growth associated with economic growth and industrial development and the increasing demand for natural resources (Kahn, 2010; Kopnina, 2016; O' Neill, 2012; Washington, 2018). Social and economic priorities have been emphasized at the expense of ecological concerns in education and training processes (Bonnett, 2015; Fien, 2010; Kahn, 2010; Kopnina, 2016; Nocella, 2007; Sitka-Sage et al., 2017). It has been noted that economic growth to raise living standards will have a potentially devastating impact on the global ecosystem (Nemetz 2013). They have also identified that economic growth fuels massive expansion of industrial activities, competition for increasingly scarce resources, and associated social inequalities and turmoil (Rees, 2010; Wijkman & Rockström 2012; Kopnina & Blewitt, 2014; Washington, 2015). It has been stated in scientific studies that sustainable development is a human-centered approach. Sustainability is defined in the Brundtland report (1987) as meeting the needs of the present without compromising the ability of future generations to meet their own needs. Bonnett (2007) stated that sustainable development is human and economy-centered. It is stated that development is aimed at achieving a high quality of life for people, which will lead to a decrease in biodiversity, climate change and natural resource depletion, and highly unethical relationships with nature (Washington, 2015, 2018). Molina-Motos (2019) argues that UNESCO's education and training program for a sustainable future mainly emphasizes social and economic priorities to the exclusion of eco-philosophical principles. Scientific studies on sustainability development practices and the goals to be achieved are insufficient and studies are focused on certain themes. In a synthesis study on sustainability, 26 of 44 studies were on the themes of education for sustainable development or environmental education, 12 on global citizenship or development, and 6 on intercultural education (O'Flaherty & Liddy 2018). In the study on the analysis of sustainable development and its goals, goals such as education, climate, energy, sustainable cities, natural habitat, consumption and production came to the fore in sustainable development (Shulla et al., 2020). Education and training on sustainable development has emphasized cognitive level knowledge, awareness and consciousness-raising activities and practical sustainability education and training activities have been insufficient. In a meta-analysis study on raising awareness for sustainable development, it was emphasized that more research is needed for students to promote sustainability (Gómez-Olmedo et al.,I, 2020). The need to strengthen the link between formal and informal education related to sustainability (Gokool-Ramdoo & Rumjaun, 2017). In a study on the formation of sustainable development awareness in students, it was found that there are significant differences between schools that provide sustainable development education and schools that do not, and that the level of these differences is low (Berglund et al., 2014). As education and training activities are related to broader societal goals, students must be provided with the necessary skills to overcome societal challenges such as unsustainability. In sustainability education, emphasis needs to be placed on practice. Unesco (2005) emphasized that the teacher education program should be revised to address sustainability and the basic principles of sustainable development should be included in the teacher education program. Public institutions, private organizations, local governments and educational institutions have great duties in achieving SD 2030. Unesco has stated that SD should start from schools. There is no clear or systematic situation about how SD and its content and applications should be in education programs. The aim of this study is to contribute to the cognitive, affective and psychomotor dimensions of the physics course by classifying the achievements related to SD and eco-efficiency according to the Revised Bloom's Taxonomy. In addition, it is to contribute to strengthening the relationships between the fields of science related to SD. It is important to contribute to the studies to be carried out for the restructuring of the physics curriculum. Introduction With the increase in the world’s population, the need for living spaces, food, clean water, clean air, and energy has also increased. The finite nature of the world’s resources has led to problems such as environmental pollution, hunger, famine, scarcity, diseases, global warming, and climate change, which in turn indirectly lead to problems such as terrorism, war, civil unrest, migration, economic problems, unemployment, income inequality, and injustice. Domestic problems have escalated to regional and global problems. Regardless of the level of their contribution to the problem, all countries in the world have been equally affected by the consequences of global warming. For example, the impact of climate change, one of the consequences of global warming, is felt all over the world. Problems resulting from changes in the atmosphere, land degradation, and disturbance in the seas affect all living and nonliving things in nature. Joint efforts to address global challenges should consider regional and global dynamics. The meaningful fight against these problems started in the 1940s with the Green Revolution. This initiative, which continued from the 1940s to the 1970s, aimed to increase global agricultural production to meet the needs of the population. However, the increased use of chemical fertilizers and chemicals for pests, water consumption, and deforestation for farmland expansion contributed to the emergence of the global problems being faced today. The resolution agreed upon in the United Nations (UN) Conference on the Human Environment in 1972 emphasized the need to place environmental issues at the forefront of development and to cooperate in resolving environmental issues. Individuals, institutions, and organizations should adopt environment-friendly policies to create a livable world for future generations and meet the needs of the current one. In 1987, “Sustainable Development (SD)” became a topic of emphasis for the UN, and in the Brundtland report, SD was defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (Brundtland, 1987). Then, in 1992, a roadmap for sustainability was laid out at the UN Conference on Environment and Development. In 1997, the Kyoto Protocol, which operationalizes the UN Framework Convention on Climate Change, was signed and the first international framework on sustainability was put into practice. In 2000, with the declaration of the Millennium Development Goals, the UN identified the “global aims of SD,” and in 2015, the 2030 Agenda for Sustainable Development was adopted by all UN member states to eliminate poverty, protect the planet from degradation, and reduce equality and injustice. In this context, the sustainable development goals (SDGs) of no poverty, zero hunger, good health and well-being, quality education, gender equality, clean water and sanitation, affordable and clean energy, decent work and economic growth, industrial innovation and infrastructure, reduced inequalities, sustainable cities and communities, responsible consumption and production, climate action, aquatic life, life on land, peace, justice and strong institutions, and partnerships for the goals were adopted by UN member states (UNESCO, 2015). Sustainable Development in Education Countries, institutions, organizations, and individuals have a role to play in achieving SD. The UN Conference on Environment and Development (also known as the “Earth Summit”) held in Rio de Janeiro in 1992 emphasized that a better, peaceful, and sustainable future starts with education. The 2002 World Summit on Sustainable Development held in Johannesburg emphasized that education is a priority in forming a social and intellectual basis for the implementation of SD principles (Nasibulina, 2015). In sustainability education, students should be provided with knowledge that will enable them to build strategies that ensure our present and future well-being (Bell, 2016). Although there is no single pedagogical style for teaching sustainability, participatory and experimental approaches that lead to a change in students’ opinions and actions and make meaningful differences stand out. The 1992 Earth Summit held in Rio emphasized the importance of education, training, and raising public awareness for achieving SD. At the conference, countries were called to integrate the social, economic, and environmental dimensions of development into formal education curricula. Courses offered to students at school are directly or indirectly connected with different dimensions of sustainability. Consequently, sustainability can be integrated into the curricula. To improve sustainability education, sustainability-related topics across all relevant disciplines can be added to the curricula (Tilbury and Wortman, 2004). Efficiency is defined as the ratio of inputs to outputs (Prokopenko, 2001). This definition is adequate in the context of economics, but it is insufficient to express educational efficiency. Although the ratio of those entering the education system to those leaving the education system may be an indicator of quantitative efficiency, it does not fully reflect the quality of education. Efficiency in education has two dimensions: “internal” and “external.” Internal efficiency refers to the relationship between quantitative inputs and nonmonetary outcomes, whereas external efficiency refers to the relationship between qualitative inputs and monetary outcomes. Internal efficiency is represented by statistical data based on the number of students who enter the educational system and successfully complete it (Aydın, 1988) or whether the desired number of students graduate with the desired qualifications (Bülbül, 1983). Internal efficiency treats material and nonmaterial resources, pedagogical practices, and the processes related to the conduct of education as inputs. Material inputs include equipment, textbooks, teaching materials, desks, and classrooms. Nonmaterial inputs include cognitive, affective, and psychomotor domains of learning, culture, and level of readiness. External efficiency in education refers to the extent to which an education system contributes to the achievement of socioeconomic and sociocultural objectives. In other words, it measures the role of education in realizing students’ objective of welfare maximization. External efficiency looks at how successful the education system is in producing positive outputs and consequently enabling students to work at better jobs, get higher salaries (Santín & Sicilia, 2014), and reach higher levels of welfare. Inputs of external efficiency are nonmaterial, pedagogical practices. Positive outcomes in internal and external efficiency of education are reflected positively on SD. Accordingly, to sustainably shape the future, each individual should acquire a set of necessary knowledge, skills, attitudes, and values (UNESCO, 2014). Environmental, social, and economic sustainability aims to make the world more livable in the present and future. Education for sustainable development requires a new learning system that changes the way we live (Ojala, 2016; Wamsler et al., 2018). The internal and external efficiencies of an educational system in producing the desired outputs contribute to the environmental, social, and economic development of individuals, institutions, and countries worldwide. Previous relevant studies have concluded that investments made by a country to improve the educational system contribute to its SD and economic growth (Barro and Lee, 1996, 2012; Hanushek & Kimko, 2000; De la Fuente, 2011; Hanushek & Woessmann, 2012). Accordingly, the learning objectives in the 9th-, 10th-, 11th-, and 12th-grade physics curricula that are related to SD and EE will be identified and classified in line with RBT and the SDGs established by the UN to be achieved in the period between 2015 and 2030 (UNESCO, 2015). 1. Methods This section The document analysis method, one of the qualitative research methods, was used in the study. Document analysis refers to the examination of written materials that contain information on a topic for analysis, knowledge development, and meaning extraction (Bowen, 2009; Yıldırım and Şimşek, 2011). This study examined the learning objectives related to in the 9th-, 10th-, 11th-, and 12th-grade physics curricula. Since sustainability and Eco-Efficiency (EE) serve the same purpose in the study, the gains will be considered as joint gains. EE has been identified as one of the main tools to promote transformation from unsustainable development to SD (Huppes & Mansanobu, 2007). Field experts reviewed the 9th-, 10th-, 11th-, and 12th-grade physics curricula prepared by the Ministry of National Education of Türkiye (MEB) to find the learning objectives that are directly or indirectly related to SD and EE. These learning objectives were categorized in line with the levels of cognitive learning proposed by RBT (Krathwhol, 2002) and the SDGs adopted by the UN (UNESCO, 2005). The findings, discussion, and conclusion sections of the study were crafted in light of these classifications. Data Collection The distribution of the learning objectives in the high school physics curriculum by units, grades, and the number of objectives is given in Table 1. The table is the distribution of 213 learning objectives from 18 units of the 9th-, 10th-, 11th-, and 12th-grade physics curricula (MoNE, 2018). Table 1. Learning objectives in the high school physics curriculum. Grade Unit name Number of learning objectives 9th grade Introduction to Physics 4 Properties of Matter 4 Motion and Force 11 Energy 8 Heat and Temperature 13 Electrostatic 4 10th grade Electricity and Magnetism 9 Pressure and Buoyancy 4 Waves 12 Optics 14 11th grade Force and Motion 33 Electricity and Magnetism 29 12th grade Circular Motion 15 Simple Harmonic Motion 5 Wave Mechanics 8 Introduction to Atomic Physics and Radioactivity 11 Modern Physics 15 Applications of Modern Physics in Technology 14 Total 213 Among the learning objectives in the 9th-, 10th-, 11th-, and 12th-grade curricula, the ones related to SD were identified by field experts in terms of the outcomes they seek to achieve. The distribution of learning objectives related to SD by grade, unit, topic, and topic content is presented in Table 2. Table 2. Distribution of learning objectives related to SD by grade, unit, topic, and topic content. Grade Unit Topic Learning Objective Topic Content A9th grade Energy Conservation of Energy and Energy Transformation Comparing the energy living organisms gain from food with the energy they expend during daily activities - How living creatures use the energy they get from food for daily activities - The amount of nutrients a person should consume to sustain daily activities - Nutritional needs Energy Efficiency Explains the concept of efficiency - Mathematical expression of the concept of efficiency - How to increase energy efficiency and EE (clean production) Energy Efficiency Developing suggestions to improve the efficiency of a sample system or design - Identifying actions that can be taken for EE at school and at home - Determining the actions to be taken to increase the efficiency of a system Energy Energy Sources Evaluating the advantages and disadvantages of renewable and nonrenewable energy sources - Energy need, definition, and sources of renewable and nonrenewable energy Comparison of renewable and nonrenewable energy - Saving energy Energy Mechanisms and Speed of Energy Transmission Making designs to ensure the insulation of living spaces for energy saving - Conduction of heat, conduction velocity, heat loss, slowing down heat conduction, and determination of factors affecting heat conductivity - Thermal insulation and energy saving Energy Mechanisms and Speed of Energy Transmission Developing projects for measures to be taken against global warming - Greenhouse effect, the negative effects of global warming, prevention of global warming, and the Kyoto Protocol - Development of a project against global warming 10th grade Electricity and Magnetism Electric Circuits Explaining the health and safety precautions to be taken against the dangers of electric currents - Measures to be taken for protection against electrical accidents - Cautions and warning signs to take heed of when using electrical devices Pressure and Buoyancy Buoyancy Proposing solutions to the problems in daily life related to buoyancy using buoyancy and/or Bernoulli’s Principle. - The role of buoyancy in daily life and Bernoulli’s Principle - A project on preventing roof flying accidents resulting from changes in the internal and external pressure of buildings in windy weather Waves Seismic Waves Developing solutions to prevent the loss of life and property caused by earthquakes - The nature of earthquakes and solution suggestions to prevent the consequent loss of life and property - A project on creating a model for a building that prevents loss of life and property 11th grade Force and Motion Simple Machines Explaining the functions of simple machines used in daily life - Definition of simple machines - Function, gain, and efficiency of simple machines Force and Motion Simple Machines Designing a safe system made up of simple machines to make life easier. - A project on a simple machine that will make it easier to complete a daily life task Electricity and Magnetism Transformers Explaining the intended use of transformers - Areas where transformers are used and their intended use - Energy loss and efficiency in transformers 12th grade Circular Motion Regular Circular Movement Making calculations to enable vehicles to safely perform the curve movement on horizontal, vertical, and sloping grounds - Concepts related to regular circular movement - Horizontal and vertical curves and conditions under which curve movement can be performed safely Introduction to Atomic Physics and Radioactivity Radioactivity Explaining the effects of radiation on living creatures - Radioactive material, stable and unstable atoms, and radioactive decay - The effect of radiation on living things - Measures to be taken for protection against radioactive materials Applications of Modern Physics in Technology Semiconductors Explaining the importance of semiconductors in technology. - Properties of semiconductor materials and their role in information technology - The role of semiconductors in electrical and electronic circuits Applications of Modern Physics in Technology Semiconductors Providing examples of where LED technology is used - LED lighting, energy saving, and efficiency - Application areas of LED technology Applications of Modern Physics in Technology Semiconductors Designing a system powered by solar cells to make life easier - The importance and working principles of solar cells - Areas of solar cell use -A project on a system running on solar cells that aims to make life easier Applications of Modern Physics in Technology Superconductors Providing examples of the uses of superconductors in technology. - Properties of superconductor materials and their use in technology -Zero resistance of superconductors against electric current and reduction of electrical losses Applications of Modern Physics in Technology Nanotechnology Providing examples of the use of nanomaterials in technology - Areas of use of nanotechnology and the conveniences and benefits it provides Applications of Modern Physics in Technology Laser Beams Providing examples of the use of laser beams in technology. - How laser beams are produced and used - The use and importance of laser beams in technology The field experts took into account the topic content in determining the learning objectives that are related to SD. Table 2 presents the relevant objectives and grade levels, units, topics, and topic content. In the 9th-, 10th-, 11th-, and 12th-grade physics curricula, 20 learning objectives were identified as related to SD and EE from a total of 213 (Table 2). These objectives are predominantly taught as a part of the 9th-grade “Energy” and 12th-grade “Applications of Modern Physics in Technology” units. Data Analysis The learning objectives in the 9th-, 10th-, 11th-, and 12th-grade physics curricula related to SD and EE were used as the dataset. The World Council for Sustainable Business defined EE (environment-friendly economic efficiency) as a management philosophy that contributes to sustainability (OECD, 2002). Because EE is a sub-component of SD, the identified learning objectives related to these two concepts are regarded as representing the same theme. These objectives were analyzed on the basis of two points: the UN SDGs and RBT. Sustainable Development: The themes and sub-themes for the UN SDGs are given in Figure 1. The classification of the learning objectives in the curricula was based on these themes. This classification will be taken into account in the analysis of the findings. At the 2005 UN World Summit, SD was defined to have three components: economic development, social development, and environmental protection (UN, 2005). Environmental sustainability encompasses sub-themes such as natural resources (water, energy, agriculture, and biodiversity), climate change, rural development, sustainable urbanization, disaster prevention, and mitigation. Social sustainability (cultural) sustainability consists of sub-themes such as human rights, peace and human security, gender equality, cultural diversity and intercultural understanding, health, and co-governance. Economic sustainability contains sub-themes such as reducing poverty, corporate responsibility and accountability, and market economy (UNESCO, 2005). Revised Bloom’s Taxonomy: The taxonomy proposed by Benjamin S. Bloom in 1956 consisted of a single domain. Updated in 2001, other domains were added. The three domains of RBT and associated levels are given in Figure 2. The RBT consists of three domains: cognitive, affective, and psychomotor . The cognitive domain includes skills such as information recall, understanding meaning, deconstruction of concepts, synthesis, and evaluation. The affective domain encompasses behaviors such as sensitivity, valuing belief, positive attitude, paying attention, reacting, and having a worldview. The psychomotor domain includes behaviors that require skills related to movement, sports, and muscles. The study findings are presented in Tables 3 and 4 in terms of the learning objectives in Table 2 and the criteria in Figures 1 and 2. 2. Findings Learning objectives related to SD are classified according to the UN SDGs (Figure 1) and RBT (Figure 2). Classification of learning objectives related to sustainable development in line with the United Nations Sustainable Development Goals SD-related objectives are categorized according to the UN SDGs (table 3). Twenty learning objectives from nine different units of the 9th-, 10th-, 11th-, and 12th-grade physics course were classified under the three pillars of SD: environmental, economic, and social. Table 3. Classification of achievements according to the UN SDGs. Grade Unit Topic Learning Objective Environmental Economic Social 9th grade Energy Conservation of Energy and Energy Transformation Comparing the energy living organisms gain from food with the energy they expend during daily activities. ✓ ✓ Energy Efficiency Explaining the concept of efficiency ✓ ✓ ✓ Energy Efficiency Developing suggestions to improve the efficiency of a sample system or design ✓ ✓ Energy Energy Sources Evaluating the advantages and disadvantages of renewable and nonrenewable energy sources ✓ ✓ Energy Mechanisms and Speed of Energy Transmission Making designs to ensure the insulation of living spaces for energy saving ✓ Energy Mechanisms and Speed of Energy Transmission Developing projects for measures to be taken against global warming ✓ 10th grade Electricity and Magnetism Electric Circuits Explaining the health and safety precautions to be taken against the dangers of electric currents ✓ Pressure and Buoyancy Buoyancy Proposing solutions to the problems in daily life related to buoyancy using buoyancy and/or Bernoulli’s Principle. ✓ ✓ Waves Seismic Waves Developing solutions to prevent the loss of life and property caused by earthquakes. ✓ ✓ 11th grade Force and Motion Simple Machines Explaining the functions of simple machines used in daily life ✓ ✓ ✓ Force and Motion Simple Machines Designing a safe system made up of simple machines to make life easier. ✓ ✓ Electricity and Magnetism Transformers Explaining the intended use of transformers ✓ ✓ 12th grade Circular Motion Regular Circular Movement Making calculations to enable vehicles to safely perform the curve movement on horizontal, vertical, and sloping grounds ✓ Introduction to Atomic Physics and Radioactivity Radioactivity Explaining the effects of radiation on living creatures ✓ Applications of Modern Physics in Technology Semiconductors Explaining the importance of semiconductors in technology ✓ Applications of Modern Physics in Technology Semiconductors Providing examples of where LED technology is used ✓ ✓ ✓ Applications of Modern Physics in Technology Semiconductors Designing a system powered by solar cells to make life easier ✓ ✓ Applications of Modern Physics in Technology Superconductors Providing examples of the uses of superconductors in technology ✓ ✓ ✓ Applications of Modern Physics in Technology Nanotechnology Providing examples of the use of nanomaterials in technology ✓ ✓ ✓ Applications of Modern Physics in Technology Laser Beams Providing examples of the use of laser beams in technology ✓ ✓ ✓ Total 12 18 10 Objectives and aims were taken into account for this classification. Of the learning objectives, 12 were under the environmental pillar, 18 under the economic pillar, and 10 under the social pillar (Table 3). Some of the learning objectives were classified under more than one pillar. For example, the learning objectives “Providing examples of the use of nanomaterials in technology” contributes to environmental sustainability because tools built using nanotechnology are more durable, cause less pollution, require less energy and water for production, and release less harmful gases and heat; these tools also contribute to economic sustainability because they are of superior quality and have a long shelf-life and social sustainability because they make individuals’ lives easier and can be used in medical applications. Classification of learning objectives related to sustainable development in line with revised Bloom’s Taxonomy Because no learning objectives related to the affective or psychomotor domains of RBT were identified in the high school physics curriculum, only the ones that aim to enhance the cognitive domain are presented. Table 4 shows the distribution of the 20 learning objectives from 9 different units of the 9th-, 10th-, 11th-, and 12th-grade physics courses under the 6 levels of the cognitive domain of learning. Table 4. Distribution of the relevant learning objectives by the levels of the RBT cognitive domain. Grade Unit Topic Learning Objectives Cognitive Domain Remembering Understanding Applying Analyzing Evaluating Creating 9th grade Energy Conservation of Energy and Energy Transformation Comparing the energy living organisms gain from food with the energy they expend during daily activities. ✓ ✓ ✓ Energy Efficiency Explaining the concept of efficiency ✓ Energy Efficiency Developing suggestions to improve the efficiency of a sample system or design ✓ Energy Energy Sources Evaluating the advantages and disadvantages of renewable and nonrenewable energy sources ✓ ✓ ✓ Energy Mechanisms and Speed of Energy Transmission Making designs to ensure the insulation of living spaces for energy saving ✓ ✓ Energy Mechanisms and Speed of Energy Transmission Developing projects for measures to be taken against global warming ✓ 10th grade Electricity and Magnetism Electric Circuits Explaining the health and safety precautions to be taken against the dangers of electric current. ✓ Pressure and Buoyancy Buoyancy Proposing solutions to the problems in daily life related to buoyancy using buoyancy and/or Bernoulli’s Principle ✓ ✓ Waves Seismic Waves Developing solutions to prevent the loss of life and property caused by earthquakes ✓ ✓ 11th grade Force and Motion Simple Machines Explaining the functions of simple machines used in daily life ✓ ✓ Force and Motion Simple Machines Designing a safe system made up of simple machines to make life easier ✓ ✓ Electricity and Magnetism Transformers Explaining the intended use of transformers ✓ ✓ 12th grade Circular Motion Regular Circular Movement Making calculations to enable vehicles to safely perform the curve movement on horizontal, vertical, and sloping grounds ✓ ✓ Introduction to Atomic Physics and Radioactivity Radioactivity Explaining the effects of radiation on living creatures ✓ Applications of Modern Physics in Technology Semiconductors Explaining the importance of semiconductors in technology ✓ Applications of Modern Physics in Technology Semiconductors Providing examples of where LED technology is used ✓ Applications of Modern Physics in Technology Semiconductors Designing a system powered by solar cells to make life easier ✓ Applications of Modern Physics in Technology Superconductors Providing examples of the uses of superconductors in technology ✓ Applications of Modern Physics in Technology Nanotechnology Providing examples of the use of nanomaterials in technology ✓ Applications of Modern Physics in Technology Laser Beams Providing examples of the use of laser beams in technology ✓ Total 2 11 6 3 8 1 The table shows that of the relevant learning objectives, two are related to remembering, eleven to understanding, six to application, three to analysis, eight to evaluation, and one to creating (Table 4). The objectives were found to be predominantly related to the understanding and evaluation skills of the cognitive domain. Objectives and aims were found to have a determinant role in the classification of some objectives under multiple skills. For example, the objective “Making designs to ensure the insulation of living spaces for energy saving” was classified under “application” because it enables energy saving in living spaces and “evaluation” because it encompasses making an insulation design. 3. Discussion and Conclusion This study identified and classified the learning objectives in the 9th-, 10th-, 11th-, and 12th-grade physics curricula in line with SDGs and RBT. Of the 213 learning objectives, 20 objectives from 9 units were found to be related to SD; however, the identified objectives only aimed to enhance the cognitive domain and not the affective and psychomotor domains. In the classification of the relevant learning objectives by the levels of the cognitive domain, application, analysis, and evaluation came to the fore in addition to the level of creating. The classification of the relevant learning objectives in line with the SDGs revealed that these objectives are predominantly related to the environmental and economic pillars of SD (Table 3). This may be because these objectives are based on engineering practices. The cognitive domain of RBT is hierarchical, with higher levels being more complex and depending upon the mastery of the lower levels. Because this hierarchical structure is interrupted at the creation level of the cognitive domain, the outcomes do not reflect higher-order skills. In the study, the identified learning objectives are represented by the cognitive domain, which are oriented toward the internal efficiency of education. It has been emphasized that more research should be carried out to ensure that what students learn about sustainability in the lessons turns into practice (Gómez- Olmedo, Valor & Carrero, 2020). Objectives for enhancing the affective and psychomotor domains, which represent the external efficiency of education, are not included in the examined curricula. To achieve educational goals, the domains of RBT must be hierarchically realized. The behaviors acquired through activities aimed at improving the internal efficiency of education should also be intended to be used in work and daily life, which represent external efficiency. The relevance and compatibility of the gains made by the students with the activities they carry out in their professional lives point to the external efficiency of education (Demirtaş, 1991). This study found that the learning objectives related to SD aim to improve the internal efficiency of education (objectives representing the cognitive domain) but not external efficiency (objectives representing the affective and psychomotor domains). In other words, the identified learning objectives do not encourage students to acquire behaviors that represent the external efficiency of education, such as creating a more livable world, having environmental awareness, and contributing to environmental protection. Accordingly, learning objectives that aim to raise awareness regarding the environmental, economic, and social pillars of sustainable development contribute to SD. High school physics curricula should feature more learning objectives related to the cognitive, affective, and psychomotor domains of RBT in a hierarchical manner. This will encourage the utilization of cleaner production processes, production of eco-friendly products, and use of fewer resources to ensure sustainability. In addition, increasing the number of learning objectives related to SD and EE and aimed at improving the cognitive, affective, and psychomotor domains of RBT will ultimately contribute to the world’s carrying capacity. In other words, the objectives aimed at improving the internal efficiency of education should also serve to contribute to external efficiency and consequently create value. More learning objectives to enhance the cognitive, affective, and psychomotor domains of RBT should be included in the curricula. Learning objectives are mediated by different direct outputs of the education system: cognitive skills, attitudes, and behaviors (Lockheed and Hanushek, 1994). To achieve the UN SDGs by 2030, more learning objectives related to SD must be included in physics curricula. UNESCO emphasized the need for all learners to acquire the knowledge and skills needed to promote SD (UNESCO, 2015). Such knowledge and skills should promote sustainable lifestyles, a clean environment, human rights, equality, global citizenship, and appreciation of cultural diversity and cultural contribution to SD (UNESCO, 2015). To preserve a livable world for present and future generations, learning objectives related to sustainability and aimed at enhancing the cognitive, affective, and psychomotor domains should be taught at every stage of education. At the primary school level, SD related learning objectives should focus on helping students gain knowledge, and at the secondary school level, the relevant attitudes and behaviors should be promoted along with knowledge. In undergraduate and postgraduate education, the relevant knowledge should be reinforced with applied activities, thereby helping students acquire the target attitudes and behaviors. In education, higher-order achievements should be emphasized, and investments in education should be made in a manner that ultimately contributes to SD. The literature emphasizes that a country’s investment in quality education is essential for its SD and economic growth (Barro and Lee, 2012; Hanushek and Kimko, 2000; De la Fuente, 2011; Hanushek and Woessmann, 2012). Themes oriented toward sustainability education should be included in the curricula of all courses across disciplines (Tilbury and Wortman, 2004). To meet the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland, 1987), the aims of SD must be realized globally. 4. Recommendations Institutions and organizations have important roles to play in achieving the UN’s 2030 SDGs. The required time and resources should be allocated to facilitate a change in students’ thinking and behavior toward SD, utilize participatory and experiential learning, and encourage critical thinking, imagining future scenarios, and practical learning. Educational institutions should integrate more subjects related to SD into their curricula and learning processes. The number of learning objectives in physics curricula that help students acquire the knowledge, attitudes, and behaviors that foster SD should be increased. Declarations “Author Declarations” Funding This study was not supported by any institution or organization. Conflicts of interest/Competing interests (include appropriate disclosures) The author declare that there are no conflicts of interest. Ethics approval/declarations Not applicable Consent to participate Not applicable Consent for publication Not applicable Availability of data and material/ Data availability The data are readily available on request and all data analyzed during this study. Code availability The scripts used in data analysis are readily available on request. Authors' contributions The author is solely responsible for the conception, design, data collection and analysis, writing and revision of the manuscript. References Aydın, M. (1988). "Education Management", Hatipoğlu Publishing House, .2. Basım, Ankara. Barro, R. J., and Lee, J.-W. (2012). A new data set of educational attainment in the world, 1950– 2010. Journal of Development Economics, 104, 184–198. Baum, R. (2021). Sustaınable Development /A Modern Understandıng Of The Concept. Annals Paaae, Vol. XXIII, No. (2),8-29. DOI: 10.5604/01.3001.0015.0026 Bell, D. V. J. (2016). 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"Eco-efficiency trends in china, 1978-2010:decoupling environmental pressure from economic growth". Ecological Indicators. 24: 177–184. Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods in social sciences. (6. Edition). Ankara: Distinguished. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-3981308","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":282993642,"identity":"d5bb86c3-d727-41af-9b8a-26ace8805bd1","order_by":0,"name":"Mustafa ERDEMIR","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA/0lEQVRIiWNgGAWjYJACCRDi50EW4sGlFlmLZA+QdQBJiwQBLQwMBmeI1aLb3vvwxscci3zjM4cff/5Qs03OXCKB8cHbNoY68wbsWszOHDe2nLlNwnLb2TYziQPHbhtbzkhgNpzbxiAhcwCHlhtpbNK82yQMzM4zmDEcYLuduOFGAlAEqAWXy8zuP2OT/gvUYtzP/vnDgX9gLey/8Wq5wcYmzQjUYsDbYyBxsA1iCzNeLWfSmC17gVokzpwpkzjbd9vY4MzDZsk55yQkZ+DScvwY442f2+oM+HvSN3+o+HZbzuB48sEPb8ps+PFGDBpgbGAgEJOjYBSMglEwCggAANl2WdLD10BiAAAAAElFTkSuQmCC","orcid":"","institution":"Kastamonu University","correspondingAuthor":true,"submittingAuthor":false,"prefix":"","firstName":"Mustafa","middleName":"","lastName":"ERDEMIR","suffix":""}],"badges":[],"createdAt":"2024-02-23 09:23:12","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-3981308/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-3981308/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":53415684,"identity":"d6c67958-dc60-4c05-92a1-e57882e4aab3","added_by":"auto","created_at":"2024-03-25 17:41:41","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":93826,"visible":true,"origin":"","legend":"\u003cp\u003eDimensions of sustainable development (UN, 2005).\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-3981308/v1/c3ccf8f7359df1d3778e5627.jpg"},{"id":53415683,"identity":"05af46b9-ded5-48af-a9e5-71f824ae64e7","added_by":"auto","created_at":"2024-03-25 17:41:41","extension":"jpg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":55982,"visible":true,"origin":"","legend":"\u003cp\u003eRevised Bloom’s Taxonomy (Krathwhol, 2002).\u003c/p\u003e","description":"","filename":"2.jpg","url":"https://assets-eu.researchsquare.com/files/rs-3981308/v1/0c7f25282b750156a32b0033.jpg"},{"id":55265145,"identity":"6c31a5b3-6b11-41d5-a521-d8588664852a","added_by":"auto","created_at":"2024-04-25 01:55:56","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":916713,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-3981308/v1/0543d94f-4774-49b9-8b34-7992856f522a.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Examining the learning objectives related to sustainable development in high school physics curricula vis-à-vis the sustainable development goals and revised Bloom’s taxonomy","fulltext":[{"header":"Literature","content":"\u003cp\u003eThe concept of sustainability came to the agenda with the 1987 Brundtland Report and the UN started to work on the subject. \u0026nbsp;The studies categorized sustainable development (SD) under environmental, economic and social headings. In 2015, the UN set targets for sustainable development until 2030. The UN emphasized that it is important to achieve the set targets, and countries, institutions and organizations were asked to fulfill their responsibilities. There are studies on the limitations of the sustainable development themes identified by the UN. These limitations are summarized as; the themes do not meet today\u0026apos;s expectations, some themes are prominent, economic growth and SD are contradictory, the themes are human-centered, the studies are not sufficient in achieving SD goals, the studies are at the cognitive level (the implementation aspect is weak), the themes should be structured according to cultures, although there is an awareness (awareness) for SD in education and training activities, the implementation aspect is weak.\u003c/p\u003e\n\u003cp\u003eAccording to Baum (2021), since the criteria for sustainable development set by the United Nations (UN) are insufficient and do not meet today\u0026apos;s expectations, he proposed criteria for a coherent comprehensive economy, social justice, environment, needs and rights, democracy and long-term perspective, and stated that social issues should be prioritized. In addition to the environmental, economic and social dimensions of sustainable development, it should include ecocentric education, eco-pedagogy and different economic models (Kopnina, 2020). Moreover, the SD criteria are set according to global goals and do not take into account the cultural structures of nations (regions). Subject content for SD in courses should be shaped according to culture, critical pedagogy should be adopted, and it should be a lifelong learning process (Gokool-Ramdoo \u0026amp; Rumjaun 2017).\u003c/p\u003e\n\u003cp\u003eEnvironmental studies have come to the fore in studies on sustainability. It was emphasized that sustainability is not limited to environmental protection and environmental science (Washington, 2015). It was stated that sustainable development education should be separated from environmental education and problem-based interdisciplinary learning should be provided (Dale \u0026amp; Newman, 2005).\u003c/p\u003e\n\u003cp\u003eStudies have shown that there is a contradiction between economic growth and sustainability and that sustainability and sustainable development are not the same thing. Sustainability and sustainable development are not the same thing (Washington, 2015), the main causes of environmental unsustainability are precisely the population and consumption growth associated with economic growth and industrial development and the increasing demand for natural resources (Kahn, 2010; Kopnina, 2016; O\u0026apos; Neill, 2012; Washington, 2018). Social and economic priorities have been emphasized at the expense of ecological concerns in education and training processes (Bonnett, 2015; Fien, 2010; Kahn, 2010; Kopnina, 2016; Nocella, 2007; Sitka-Sage et al., 2017). It has been noted that economic growth to raise living standards will have a potentially devastating impact on the global ecosystem (Nemetz 2013). They have also identified that economic growth fuels massive expansion of industrial activities, competition for increasingly scarce resources, and associated social inequalities and turmoil (Rees, 2010; Wijkman \u0026amp; Rockstr\u0026ouml;m 2012; Kopnina \u0026amp; Blewitt, 2014; Washington, 2015).\u003c/p\u003e\n\u003cp\u003eIt has been stated in scientific studies that sustainable development is a human-centered approach. Sustainability is defined in the Brundtland report (1987) as meeting the needs of the present without compromising the ability of future generations to meet their own needs. Bonnett (2007) stated that sustainable development is human and economy-centered. It is stated that development is aimed at achieving a high quality of life for people, which will lead to a decrease in biodiversity, climate change and natural resource depletion, and highly unethical relationships with nature (Washington, 2015, 2018). Molina-Motos (2019) argues that UNESCO\u0026apos;s education and training program for a sustainable future mainly emphasizes social and economic priorities to the exclusion of eco-philosophical principles.\u003c/p\u003e\n\u003cp\u003eScientific studies on sustainability development practices and the goals to be achieved are insufficient and studies are focused on certain themes. In a synthesis study on sustainability, 26 of 44 studies were on the themes of education for sustainable development or environmental education, 12 on global citizenship or development, and 6 on intercultural education (O\u0026apos;Flaherty \u0026amp; Liddy 2018). In the study on the analysis of sustainable development and its goals, goals such as education, climate, energy, sustainable cities, natural habitat, consumption and production came to the fore in sustainable development (Shulla et al., 2020).\u003c/p\u003e\n\u003cp\u003eEducation and training on sustainable development has emphasized cognitive level knowledge, awareness and consciousness-raising activities and practical sustainability education and training activities have been insufficient. In a meta-analysis study on raising awareness for sustainable development, it was emphasized that more research is needed for students to promote sustainability (G\u0026oacute;mez-Olmedo et al.,I, \u0026nbsp;2020). The need to strengthen the link between formal and informal education related to sustainability (Gokool-Ramdoo \u0026amp; Rumjaun, 2017). In a study on the formation of sustainable development awareness in students, it was found that there are significant differences between schools that provide sustainable development education and schools that do not, and that the level of these differences is low (Berglund et al., 2014).\u003c/p\u003e\n\u003cp\u003eAs education and training activities are related to broader societal goals, students must be provided with the necessary skills to overcome societal challenges such as unsustainability. In sustainability education, emphasis needs to be placed on practice. Unesco (2005) emphasized that the teacher education program should be revised to address sustainability and the basic principles of sustainable development should be included in the teacher education program. Public institutions, private organizations, local governments and educational institutions have great duties in achieving SD 2030. Unesco has stated that SD should start from schools. There is no clear or systematic situation about how SD and its content and applications should be in education programs.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe aim of this study is to contribute to the cognitive, affective and psychomotor dimensions of the physics course by classifying the achievements related to SD and eco-efficiency according to the Revised Bloom\u0026apos;s Taxonomy. In addition, it is to contribute to strengthening the relationships between the fields of science related to SD. It is important to contribute to the studies to be carried out for the restructuring of the physics curriculum.\u003c/p\u003e"},{"header":"Introduction","content":"\u003cp\u003eWith the increase in the world\u0026rsquo;s population, the need for living spaces, food, clean water, clean air, and energy has also increased. The finite nature of the world\u0026rsquo;s resources has led to problems such as environmental pollution, hunger, famine, scarcity, diseases, global warming, and climate change, which in turn indirectly lead to problems such as terrorism, war, civil unrest, migration, economic problems, unemployment, income inequality, and injustice. Domestic problems have escalated to regional and global problems. Regardless of the level of their contribution to the problem, all countries in the world have been equally affected by the consequences of global warming. For example, the impact of climate change, one of the consequences of global warming, is felt all over the world. Problems resulting from changes in the atmosphere, land degradation, and disturbance in the seas affect all living and nonliving things in nature.\u003c/p\u003e\n\u003cp\u003eJoint efforts to address global challenges should consider regional and global dynamics. The meaningful fight against these problems started in the 1940s with the Green Revolution. This initiative, which continued from the 1940s to the 1970s, aimed to increase global agricultural production to meet the needs of the population. However, the increased use of chemical fertilizers and chemicals for pests, water consumption, and deforestation for farmland expansion contributed to the emergence of the global problems being faced today. The resolution agreed upon in the United Nations (UN) Conference on the Human Environment in 1972 emphasized the need to place environmental issues at the forefront of development and to cooperate in resolving environmental issues.\u003c/p\u003e\n\u003cp\u003eIndividuals, institutions, and organizations should adopt environment-friendly policies to create a livable world for future generations and meet the needs of the current one. In 1987, \u0026ldquo;Sustainable Development (SD)\u0026rdquo; became a topic of emphasis for the UN, and in the Brundtland report, SD was defined as \u0026ldquo;development that meets the needs of the present without compromising the ability of future generations to meet their own needs\u0026rdquo; (Brundtland, 1987). Then, in 1992, a roadmap for sustainability was laid out at the UN Conference on Environment and Development. In 1997, the Kyoto Protocol, which operationalizes the UN Framework Convention on Climate Change, was signed and the first international framework on sustainability was put into practice. In 2000, with the declaration of the Millennium Development Goals, the UN identified the \u0026ldquo;global aims of SD,\u0026rdquo; and in 2015, the 2030 Agenda for Sustainable Development was adopted by all UN member states to eliminate poverty, protect the planet from degradation, and reduce equality and injustice. In this context, the sustainable development goals (SDGs) of no poverty, zero hunger, good health and well-being, quality education, gender equality, clean water and sanitation, affordable and clean energy, decent work and economic growth, industrial innovation and infrastructure, reduced inequalities, sustainable cities and communities, responsible consumption and production, climate action, aquatic life, life on land, peace, justice and strong institutions, and partnerships for the goals were adopted by UN member states (UNESCO, 2015).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSustainable Development in Education\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCountries, institutions, organizations, and individuals have a role to play in achieving SD. The UN Conference on Environment and Development (also known as the \u0026ldquo;Earth Summit\u0026rdquo;) held in Rio de Janeiro in 1992 emphasized that a better, peaceful, and sustainable future starts with education. The 2002 World Summit on Sustainable Development held in Johannesburg emphasized that education is a priority in forming a social and intellectual basis for the implementation of SD principles (Nasibulina, 2015). In sustainability education, students should be provided with knowledge that will enable them to build strategies that ensure our present and future well-being (Bell, 2016). Although there is no single pedagogical style for teaching sustainability, participatory and experimental approaches that lead to a change in students\u0026rsquo; opinions and actions and make meaningful differences stand out.\u003c/p\u003e\n\u003cp\u003eThe 1992 Earth Summit held in Rio emphasized the importance of education, training, and raising public awareness for achieving SD. At the conference, countries were called to integrate the social, economic, and environmental dimensions of development into formal education curricula. Courses offered to students at school are directly or indirectly connected with different dimensions of sustainability. Consequently, sustainability can be integrated into the curricula. To improve sustainability education, sustainability-related topics across all relevant disciplines can be added to the curricula (Tilbury and Wortman, 2004).\u003c/p\u003e\n\u003cp\u003eEfficiency is defined as the ratio of inputs to outputs (Prokopenko, 2001). This definition is adequate in the context of economics, but it is insufficient to express educational efficiency. Although the ratio of those entering the education system to those leaving the education system may be an indicator of quantitative efficiency, it does not fully reflect the quality of education. Efficiency in education has two dimensions: \u0026ldquo;internal\u0026rdquo; and \u0026ldquo;external.\u0026rdquo; Internal efficiency refers to the relationship between quantitative inputs and nonmonetary outcomes, whereas external efficiency refers to the relationship between qualitative inputs and monetary outcomes.\u003c/p\u003e\n\u003cp\u003eInternal efficiency is represented by statistical data based on the number of students who enter the educational system and successfully complete it (Aydın, 1988) or whether the desired number of students graduate with the desired qualifications (B\u0026uuml;lb\u0026uuml;l, 1983). Internal efficiency treats material and nonmaterial resources, pedagogical practices, and the processes related to the conduct of education as inputs. Material inputs include equipment, textbooks, teaching materials, desks, and classrooms. Nonmaterial inputs include cognitive, affective, and psychomotor domains of learning, culture, and level of readiness.\u003c/p\u003e\n\u003cp\u003eExternal efficiency in education refers to the extent to which an education system contributes to the achievement of socioeconomic and sociocultural objectives. In other words, it measures the role of education in realizing students\u0026rsquo; objective of welfare maximization. External efficiency looks at how successful the education system is in producing positive outputs and consequently enabling students to work at better jobs, get higher salaries (Sant\u0026iacute;n \u0026amp; Sicilia, 2014), and reach higher levels of welfare. Inputs of external efficiency are nonmaterial, pedagogical practices.\u003c/p\u003e\n\u003cp\u003ePositive outcomes in internal and external efficiency of education are reflected positively on SD. Accordingly, to sustainably shape the future, each individual should acquire a set of necessary knowledge, skills, attitudes, and values (UNESCO, 2014). Environmental, social, and economic sustainability aims to make the world more livable in the present and future. Education for sustainable development requires a new learning system that changes the way we live (Ojala, 2016; Wamsler et al., 2018). The internal and external efficiencies of an educational system in producing the desired outputs contribute to the environmental, social, and economic development of individuals, institutions, and countries worldwide. Previous relevant studies have concluded that investments made by a country to improve the educational system contribute to its SD and economic growth (Barro and Lee, 1996, 2012; Hanushek \u0026amp; Kimko, 2000; De la Fuente, 2011; Hanushek \u0026amp; Woessmann, 2012).\u003c/p\u003e\n\u003cp\u003eAccordingly, the learning objectives in the 9th-, 10th-, 11th-, and 12th-grade physics curricula that are related to SD and EE will be identified and classified in line with RBT and the SDGs established by the UN to be achieved in the period between 2015 and 2030 (UNESCO, 2015).\u003c/p\u003e"},{"header":"1. Methods","content":"\u003cp\u003eThis section The document analysis method, one of the qualitative research methods, was used in the study. Document analysis refers to the examination of written materials that contain information on a topic for analysis, knowledge development, and meaning extraction (Bowen, 2009; Yıldırım and Şimşek, 2011). This study examined the learning objectives related to in the 9th-, 10th-, 11th-, and 12th-grade physics curricula. Since sustainability and Eco-Efficiency (EE) serve the same purpose in the study, the gains will be considered as joint gains. EE has been identified as one of the main tools to promote transformation from unsustainable development to SD (Huppes \u0026amp; Mansanobu, 2007). Field experts reviewed the 9th-, 10th-, 11th-, and 12th-grade physics curricula prepared by the Ministry of National Education of T\u0026uuml;rkiye (MEB) to find the learning objectives that are directly or indirectly related to SD and EE. These learning objectives were categorized in line with the levels of cognitive learning proposed by RBT (Krathwhol, 2002) and the SDGs adopted by the UN (UNESCO, 2005). The findings, discussion, and conclusion sections of the study were crafted in light of these classifications.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe distribution of the learning objectives in the high school physics curriculum by units, grades, and the number of objectives is given in Table 1. The table is the distribution of 213 learning objectives from 18 units of the 9th-, 10th-, 11th-, and 12th-grade physics curricula (MoNE, 2018).\u003c/p\u003e\n\u003cp\u003eTable\u0026nbsp;1. Learning objectives in the high school physics curriculum.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"9.261939218523878%\" valign=\"top\"\u003e\n \u003cp\u003eGrade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"53.2561505065123%\" valign=\"top\"\u003e\n \u003cp\u003eUnit name\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"37.48191027496382%\" valign=\"top\"\u003e\n \u003cp\u003eNumber of learning objectives\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"9.261939218523878%\" rowspan=\"6\" valign=\"top\"\u003e\n \u003cp\u003e9th grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"53.2561505065123%\" valign=\"top\"\u003e\n \u003cp\u003eIntroduction to Physics\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"37.48191027496382%\" valign=\"top\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003eProperties of Matter\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003eMotion and Force\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003eHeat and Temperature\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003eElectrostatic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"9.261939218523878%\" rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e10th grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"53.2561505065123%\" valign=\"top\"\u003e\n \u003cp\u003eElectricity and Magnetism\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"37.48191027496382%\" valign=\"top\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;Pressure and Buoyancy\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;Waves\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;Optics\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"9.261939218523878%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e11th grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"53.2561505065123%\" valign=\"top\"\u003e\n \u003cp\u003eForce and Motion\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"37.48191027496382%\" valign=\"top\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003eElectricity and Magnetism\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"9.261939218523878%\" rowspan=\"6\" valign=\"top\"\u003e\n \u003cp\u003e12th grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"53.2561505065123%\" valign=\"top\"\u003e\n \u003cp\u003eCircular Motion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"37.48191027496382%\" valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003eSimple Harmonic Motion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003eWave Mechanics\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003eIntroduction to Atomic Physics and Radioactivity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003eModern Physics\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"58.69218500797448%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"41.30781499202552%\" valign=\"top\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"62.51808972503618%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"37.48191027496382%\" valign=\"top\"\u003e\n \u003cp\u003e213\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eAmong the learning objectives in the 9th-, 10th-, 11th-, and 12th-grade curricula, the ones related to SD were identified by field experts in terms of the outcomes they seek to achieve. The distribution of learning objectives related to SD by grade, unit, topic, and topic content is presented in Table 2.\u003c/p\u003e\n\u003cp\u003eTable 2. Distribution of learning objectives related to SD by grade, unit, topic, and topic content.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"10.855263157894736%\" valign=\"top\"\u003e\n \u003cp\u003eGrade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.460526315789474%\" valign=\"top\"\u003e\n \u003cp\u003eUnit\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.269736842105264%\" valign=\"top\"\u003e\n \u003cp\u003eTopic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"26.31578947368421%\" valign=\"top\"\u003e\n \u003cp\u003eLearning Objective\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"30.098684210526315%\" valign=\"top\"\u003e\n \u003cp\u003eTopic Content\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"10.855263157894736%\" rowspan=\"6\" valign=\"top\"\u003e\n \u003cp\u003eA9th grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.460526315789474%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.269736842105264%\" valign=\"top\"\u003e\n \u003cp\u003eConservation of Energy and Energy Transformation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"26.31578947368421%\" valign=\"top\"\u003e\n \u003cp\u003eComparing the energy living organisms gain from food with the energy they expend during daily activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"30.098684210526315%\" valign=\"top\"\u003e\n \u003cp\u003e- How living creatures use the energy they get from food for daily activities\u003c/p\u003e\n \u003cp\u003e- The amount of nutrients a person should consume to sustain daily activities\u003c/p\u003e\n \u003cp\u003e- Nutritional needs\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eEfficiency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eExplains the concept of efficiency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- Mathematical expression of the concept of efficiency\u003c/p\u003e\n \u003cp\u003e- How to increase energy efficiency and EE (clean production)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eEfficiency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eDeveloping suggestions to improve the efficiency of a sample system or design\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- Identifying actions that can be taken for EE at school and at home\u003c/p\u003e\n \u003cp\u003e- Determining the actions to be taken to increase the efficiency of a system\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy Sources\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eEvaluating the advantages and disadvantages of renewable and nonrenewable energy sources\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- Energy need, definition, and sources of renewable and nonrenewable energy\u003c/p\u003e\n \u003cp\u003eComparison of renewable and nonrenewable energy\u003c/p\u003e\n \u003cp\u003e- Saving energy\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eMechanisms and Speed of Energy Transmission\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eMaking designs to ensure the insulation of living spaces for energy saving\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- Conduction of heat, conduction velocity, heat loss, slowing down heat conduction, and determination of factors affecting heat conductivity\u003c/p\u003e\n \u003cp\u003e- Thermal insulation and energy saving\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eMechanisms and Speed of Energy Transmission\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eDeveloping projects for measures to be taken against global warming\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- Greenhouse effect, the negative effects of global warming, prevention of global warming, and the Kyoto Protocol\u003c/p\u003e\n \u003cp\u003e- Development of a project against global warming\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"10.855263157894736%\" rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e10th grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.460526315789474%\" valign=\"top\"\u003e\n \u003cp\u003eElectricity and Magnetism\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.269736842105264%\" valign=\"top\"\u003e\n \u003cp\u003eElectric Circuits\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"26.31578947368421%\" valign=\"top\"\u003e\n \u003cp\u003eExplaining the health and safety precautions to be taken against the dangers of electric currents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"30.098684210526315%\" valign=\"top\"\u003e\n \u003cp\u003e- Measures to be taken for protection against electrical accidents\u003c/p\u003e\n \u003cp\u003e- Cautions and warning signs to take heed of when using electrical devices\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003ePressure and Buoyancy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eBuoyancy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eProposing solutions to the problems in daily life related to buoyancy using buoyancy and/or Bernoulli\u0026rsquo;s Principle.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- The role of buoyancy in daily life and Bernoulli\u0026rsquo;s Principle\u003c/p\u003e\n \u003cp\u003e- A project on preventing roof flying accidents resulting from changes in the internal and external pressure of buildings in windy weather\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eWaves\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eSeismic Waves\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eDeveloping solutions to prevent the loss of life and property caused by earthquakes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- The nature of earthquakes and solution suggestions to prevent the consequent loss of life and property\u003c/p\u003e\n \u003cp\u003e- A project on creating a model for a building that prevents loss of life and property\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"10.855263157894736%\" rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e11th grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.460526315789474%\" valign=\"top\"\u003e\n \u003cp\u003eForce and Motion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.269736842105264%\" valign=\"top\"\u003e\n \u003cp\u003eSimple Machines\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"26.31578947368421%\" valign=\"top\"\u003e\n \u003cp\u003eExplaining the functions of simple machines used in daily life\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"30.098684210526315%\" valign=\"top\"\u003e\n \u003cp\u003e- Definition of simple machines\u003c/p\u003e\n \u003cp\u003e- Function, gain, and efficiency of simple machines\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eForce and Motion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;Simple Machines\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eDesigning a safe system made up of simple machines to make life easier.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- A project on a simple machine that will make it easier to complete a daily life task\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eElectricity and Magnetism\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eTransformers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eExplaining the intended use of transformers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- Areas where transformers are used and their intended use\u003c/p\u003e\n \u003cp\u003e- Energy loss and efficiency in transformers\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"10.855263157894736%\" rowspan=\"8\" valign=\"top\"\u003e\n \u003cp\u003e12th grade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.460526315789474%\" valign=\"top\"\u003e\n \u003cp\u003eCircular Motion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.269736842105264%\" valign=\"top\"\u003e\n \u003cp\u003eRegular Circular Movement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"26.31578947368421%\" valign=\"top\"\u003e\n \u003cp\u003eMaking calculations to enable vehicles to safely perform the curve movement on horizontal, vertical, and sloping grounds\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"30.098684210526315%\" valign=\"top\"\u003e\n \u003cp\u003e- Concepts related to regular circular movement\u003c/p\u003e\n \u003cp\u003e- Horizontal and vertical curves and conditions under which curve movement can be performed safely\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eIntroduction to Atomic Physics and Radioactivity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eRadioactivity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eExplaining the effects of radiation on living creatures\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- Radioactive material, stable and unstable atoms, and radioactive decay\u003c/p\u003e\n \u003cp\u003e- The effect of radiation on living things\u003c/p\u003e\n \u003cp\u003e- Measures to be taken for protection against radioactive materials\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eSemiconductors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eExplaining the importance of semiconductors in technology.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- Properties of semiconductor materials and their role in information technology\u003c/p\u003e\n \u003cp\u003e- The role of semiconductors in electrical and electronic circuits\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eSemiconductors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eProviding examples of where LED technology is used\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- LED lighting, energy saving, and efficiency\u003c/p\u003e\n \u003cp\u003e- Application areas of LED technology\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eSemiconductors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eDesigning a system powered by solar cells to make life easier\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- The importance and working principles of solar cells\u003c/p\u003e\n \u003cp\u003e- Areas of solar cell use\u003c/p\u003e\n \u003cp\u003e-A project on a system running on solar cells that aims to make life easier\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eSuperconductors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eProviding examples of the uses of superconductors in technology.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- Properties of superconductor materials and their use in technology\u003c/p\u003e\n \u003cp\u003e-Zero resistance of superconductors against electric current and reduction of electrical losses\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eNanotechnology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eProviding examples of the use of nanomaterials in technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- Areas of use of nanotechnology and the conveniences and benefits it provides\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.343173431734318%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.372693726937268%\" valign=\"top\"\u003e\n \u003cp\u003eLaser Beams\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"29.52029520295203%\" valign=\"top\"\u003e\n \u003cp\u003eProviding examples of the use of laser beams in technology.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.76383763837639%\" valign=\"top\"\u003e\n \u003cp\u003e- How laser beams are produced and used\u003c/p\u003e\n \u003cp\u003e- The use and importance of laser beams in technology\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe field experts took into account the topic content in determining the learning objectives that are related to SD. Table 2 presents the relevant objectives and grade levels, units, topics, and topic content. In the 9th-, 10th-, 11th-, and 12th-grade physics curricula, 20 learning objectives were identified as related to SD and EE from a total of 213 (Table 2). These objectives are predominantly taught as a part of the 9th-grade \u0026ldquo;Energy\u0026rdquo; and 12th-grade \u0026ldquo;Applications of Modern Physics in Technology\u0026rdquo; units.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe learning objectives in the 9th-, 10th-, 11th-, and 12th-grade physics curricula related to SD and EE were used as the dataset. The World Council for Sustainable Business defined EE (environment-friendly economic efficiency) as a management philosophy that contributes to sustainability (OECD, 2002). Because EE is a sub-component of SD, the identified learning objectives related to these two concepts are regarded as representing the same theme. These objectives were analyzed on the basis of two points: the UN SDGs and RBT.\u003c/p\u003e\n\u003cp\u003eSustainable Development: The themes and sub-themes for the UN SDGs are given in Figure 1. The classification of the learning objectives in the curricula was based on these themes. This classification will be taken into account in the analysis of the findings. At the 2005 UN World Summit, SD was defined to have three components: economic development, social development, and environmental protection (UN, 2005).\u003c/p\u003e\n\u003cp\u003eEnvironmental sustainability encompasses sub-themes such as natural resources (water, energy, agriculture, and biodiversity), climate change, rural development, sustainable urbanization, disaster prevention, and mitigation.\u003c/p\u003e\n\u003cp\u003eSocial sustainability (cultural) sustainability consists of sub-themes such as human rights, peace and human security, gender equality, cultural diversity and intercultural understanding, health, and co-governance.\u003c/p\u003e\n\u003cp\u003eEconomic sustainability contains sub-themes such as reducing poverty, corporate responsibility and accountability, and market economy (UNESCO, 2005).\u003c/p\u003e\n\u003cp\u003eRevised Bloom\u0026rsquo;s Taxonomy: The taxonomy proposed by Benjamin S. Bloom in 1956 consisted of a single domain. Updated in 2001, other domains were added. The three domains of RBT and associated levels are given in Figure 2.\u003c/p\u003e\n\u003cp\u003eThe RBT consists of three domains: \u003cem\u003ecognitive, affective, and psychomotor\u003c/em\u003e.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026nbsp;The cognitive domain\u003c/em\u003e includes skills such as information recall, understanding meaning, deconstruction of concepts, synthesis, and evaluation.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eThe affective domain\u003c/em\u003e encompasses behaviors such as sensitivity, valuing belief, positive attitude, paying attention, reacting, and having a worldview.\u003c/p\u003e\n\u003cp\u003eThe \u003cem\u003epsychomotor domain\u003c/em\u003e includes behaviors that require skills related to movement, sports, and muscles.\u003c/p\u003e\n\u003cp\u003eThe study findings are presented in Tables 3 and 4 in terms of the learning objectives in Table 2 and the criteria in Figures 1 and 2.\u003c/p\u003e"},{"header":"2. Findings","content":"\u003cp\u003eLearning objectives related to SD are classified according to the UN SDGs (Figure 1) and RBT (Figure 2).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClassification of learning objectives related to sustainable development in line with the United Nations Sustainable Development Goals\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSD-related objectives are categorized according to the UN SDGs (table 3). Twenty learning objectives from nine different units of the 9th-, 10th-, 11th-, and 12th-grade physics course were classified under the three pillars of SD: environmental, economic, and social.\u003c/p\u003e\n\u003cp\u003eTable 3. Classification of achievements according to the UN SDGs.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" title=\"Tablo 2 Fizik dersinin verimlilikle ilgili kazanımların ünite, konu ve sınıflara göre dağılımı.\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"7.5174825174825175%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eGrade\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.51048951048951%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eUnit\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.181818181818183%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTopic\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.524475524475523%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eLearning Objective\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.44055944055944%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eEnvironmental\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.412587412587413%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eEconomic\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.412587412587413%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSocial\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"7.5174825174825175%\" rowspan=\"6\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e9th grade\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.51048951048951%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.181818181818183%\" valign=\"top\"\u003e\n \u003cp\u003eConservation of Energy and Energy Transformation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.524475524475523%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eComparing the energy living organisms gain from food with the energy they expend during daily activities.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.44055944055944%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.412587412587413%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.412587412587413%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eEfficiency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eExplaining the concept of efficiency\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eEfficiency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eDeveloping suggestions to improve the efficiency of a sample system or design\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy Sources\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eEvaluating the advantages and disadvantages of renewable and nonrenewable energy sources\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eMechanisms and Speed of Energy Transmission\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eMaking designs to ensure the insulation of living spaces for energy saving\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eMechanisms and Speed of Energy Transmission\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eDeveloping projects for measures to be taken against global warming\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"7.5174825174825175%\" rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e10th grade\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.51048951048951%\" valign=\"top\"\u003e\n \u003cp\u003eElectricity and Magnetism\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.181818181818183%\" valign=\"top\"\u003e\n \u003cp\u003eElectric Circuits\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.524475524475523%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eExplaining the health and safety precautions to be taken against the dangers of electric currents\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.44055944055944%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.412587412587413%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.412587412587413%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003ePressure and Buoyancy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eBuoyancy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eProposing solutions to the problems in daily life related to buoyancy using buoyancy and/or Bernoulli\u0026rsquo;s Principle.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eWaves\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eSeismic Waves\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eDeveloping solutions to prevent the loss of life and property caused by earthquakes.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"7.5174825174825175%\" rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e11th grade\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.51048951048951%\" valign=\"top\"\u003e\n \u003cp\u003eForce and Motion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.181818181818183%\" valign=\"top\"\u003e\n \u003cp\u003eSimple Machines\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.524475524475523%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eExplaining the functions of simple machines used in daily life\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.44055944055944%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.412587412587413%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.412587412587413%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eForce and Motion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;Simple Machines\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eDesigning a safe system made up of simple machines to make life easier.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eElectricity and Magnetism\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eTransformers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eExplaining the intended use of transformers\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"7.5174825174825175%\" rowspan=\"8\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e12th grade\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.51048951048951%\" valign=\"top\"\u003e\n \u003cp\u003eCircular Motion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.181818181818183%\" valign=\"top\"\u003e\n \u003cp\u003eRegular Circular Movement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.524475524475523%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eMaking calculations to enable vehicles to safely perform the curve movement on horizontal, vertical, and sloping grounds\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.44055944055944%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.412587412587413%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.412587412587413%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eIntroduction to Atomic Physics and Radioactivity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eRadioactivity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eExplaining the effects of radiation on living creatures\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eSemiconductors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eExplaining the importance of semiconductors in technology\u003c/em\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eSemiconductors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eProviding examples of where LED technology is used\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eSemiconductors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eDesigning a system powered by solar cells to make life easier\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eSuperconductors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eProviding examples of the uses of superconductors in technology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eNanotechnology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eProviding examples of the use of nanomaterials in technology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.689981096408317%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.659735349716446%\" valign=\"top\"\u003e\n \u003cp\u003eLaser Beams\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.599243856332702%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eProviding examples of the use of laser beams in technology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.207939508506616%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.421550094517958%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"65.79406631762653%\" colspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"9.424083769633508%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e12\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.390924956369982%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e18\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.390924956369982%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e10\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eObjectives and aims were taken into account for this classification. Of the learning objectives, 12 were under the environmental pillar, 18 under the economic pillar, and 10 under the social pillar (Table 3). Some of the learning objectives were classified under more than one pillar. For example, the learning objectives \u0026ldquo;Providing examples of the use of nanomaterials in technology\u0026rdquo; contributes to environmental sustainability because tools built using nanotechnology are more durable, cause less pollution, require less energy and water for production, and release less harmful gases and heat; these tools also contribute to economic sustainability because they are of superior quality and have a long shelf-life and social sustainability because they make individuals\u0026rsquo; lives easier and can be used in medical applications.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClassification of learning objectives related to sustainable development in line with revised Bloom\u0026rsquo;s Taxonomy\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBecause no learning objectives related to the affective or psychomotor domains of RBT were identified in the high school physics curriculum, only the ones that aim to enhance the cognitive domain are presented. Table 4 shows the distribution of the 20 learning objectives from 9 different units of the 9th-, 10th-, 11th-, and 12th-grade physics courses under the 6 levels of the cognitive domain of learning.\u003c/p\u003e\n\u003cp\u003eTable 4. Distribution of the relevant learning objectives by the levels of the RBT cognitive domain.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"652\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"7.515337423312883%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eGrade\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.110429447852761%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eUnit\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.484662576687118%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eTopic\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.766871165644172%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eLearning Objectives\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"35.122699386503065%\" colspan=\"6\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCognitive Domain\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.391304347826086%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eRemembering\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.52173913043478%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eUnderstanding\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.52173913043478%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eApplying\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.52173913043478%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAnalyzing\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.52173913043478%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eEvaluating\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.52173913043478%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCreating\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"7.503828483920367%\" rowspan=\"6\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e9th grade\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.088820826952526%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.457886676875958%\" valign=\"top\"\u003e\n \u003cp\u003eConservation of Energy and Energy Transformation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.727411944869832%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eComparing the energy living organisms gain from food with the energy they expend during daily activities.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.1255742725880555%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eEfficiency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eExplaining the concept of efficiency\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eEfficiency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eDeveloping suggestions to improve the efficiency of a sample system or design\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy Sources\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eEvaluating the advantages and disadvantages of renewable and nonrenewable energy sources\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eMechanisms and Speed of Energy Transmission\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eMaking designs to ensure the insulation of living spaces for energy saving\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eEnergy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eMechanisms and Speed of Energy Transmission\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eDeveloping projects for measures to be taken against global warming\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"7.503828483920367%\" rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e10th grade\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.088820826952526%\" valign=\"top\"\u003e\n \u003cp\u003eElectricity and Magnetism\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.457886676875958%\" valign=\"top\"\u003e\n \u003cp\u003eElectric Circuits\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.727411944869832%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eExplaining the health and safety precautions to be taken against the dangers of electric current.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.1255742725880555%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003ePressure and Buoyancy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eBuoyancy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eProposing solutions to the problems in daily life related to buoyancy using buoyancy and/or Bernoulli\u0026rsquo;s Principle\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eWaves\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eSeismic Waves\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eDeveloping solutions to prevent the loss of life and property caused by earthquakes\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"7.503828483920367%\" rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e11th grade\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.088820826952526%\" valign=\"top\"\u003e\n \u003cp\u003eForce and Motion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.457886676875958%\" valign=\"top\"\u003e\n \u003cp\u003eSimple Machines\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.727411944869832%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eExplaining the functions of simple machines used in daily life\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.1255742725880555%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eForce and Motion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;Simple Machines\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eDesigning a safe system made up of simple machines to make life easier\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eElectricity and Magnetism\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eTransformers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eExplaining the intended use of transformers\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"7.503828483920367%\" rowspan=\"8\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e12th grade\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.088820826952526%\" valign=\"top\"\u003e\n \u003cp\u003eCircular Motion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.457886676875958%\" valign=\"top\"\u003e\n \u003cp\u003eRegular Circular Movement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.727411944869832%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eMaking calculations to enable vehicles to safely perform the curve movement on horizontal, vertical, and sloping grounds\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.1255742725880555%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eIntroduction to Atomic Physics and Radioactivity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eRadioactivity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eExplaining the effects of radiation on living creatures\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eSemiconductors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eExplaining the importance of semiconductors in technology\u003c/em\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eSemiconductors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eProviding examples of where LED technology is used\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eSemiconductors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eDesigning a system powered by solar cells to make life easier\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eSuperconductors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eProviding examples of the uses of superconductors in technology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eNanotechnology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eProviding examples of the use of nanomaterials in technology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"15.2317880794702%\" valign=\"top\"\u003e\n \u003cp\u003eApplications of Modern Physics in Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.874172185430464%\" valign=\"top\"\u003e\n \u003cp\u003eLaser Beams\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.814569536423843%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eProviding examples of the use of laser beams in technology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.622516556291391%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cstrong\u003e✓\u003c/strong\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.291390728476821%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"64.77794793261869%\" colspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.1255742725880555%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e11\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e6\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e3\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e8\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"5.819295558958652%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe table shows that of the relevant learning objectives, two are related to remembering, eleven to understanding, six to application, three to analysis, eight to evaluation, and one to creating (Table 4). The objectives were found to be predominantly related to the understanding and evaluation skills of the cognitive domain.\u003c/p\u003e\n\u003cp\u003eObjectives and aims were found to have a determinant role in the classification of some objectives under multiple skills. For example, the objective \u0026ldquo;Making designs to ensure the insulation of living spaces for energy saving\u0026rdquo; was classified under \u0026ldquo;application\u0026rdquo; because it enables energy saving in living spaces and \u0026ldquo;evaluation\u0026rdquo; because it encompasses making an insulation design.\u003c/p\u003e"},{"header":"3. Discussion and Conclusion","content":"\u003cp\u003eThis study identified and classified the learning objectives in the 9th-, 10th-, 11th-, and 12th-grade physics curricula in line with SDGs and RBT. Of the 213 learning objectives, 20 objectives from 9 units were found to be related to SD; however, the identified objectives only aimed to enhance the cognitive domain and not the affective and psychomotor domains. In the classification of the relevant learning objectives by the levels of the cognitive domain, application, analysis, and evaluation came to the fore in addition to the level of creating. The classification of the relevant learning objectives in line with the SDGs revealed that these objectives are predominantly related to the environmental and economic pillars of SD (Table 3). This may be because these objectives are based on engineering practices.\u003c/p\u003e\n\u003cp\u003eThe cognitive domain of RBT is hierarchical, with higher levels being more complex and depending upon the mastery of the lower levels. Because this hierarchical structure is interrupted at the creation level of the cognitive domain, the outcomes do not reflect higher-order skills. In the study, the identified learning objectives are represented by the cognitive domain, which are oriented toward the internal efficiency of education. It has been emphasized that more research should be carried out to ensure that what students learn about sustainability in the lessons turns into practice (G\u0026oacute;mez- Olmedo, Valor \u0026amp; Carrero, 2020). Objectives for enhancing the affective and psychomotor domains, which represent the external efficiency of education, are not included in the examined curricula. To achieve educational goals, the domains of RBT must be hierarchically realized. The behaviors acquired through activities aimed at improving the internal efficiency of education should also be intended to be used in work and daily life, which represent external efficiency. The relevance and compatibility of the gains made by the students with the activities they carry out in their professional lives point to the external efficiency of education (Demirtaş, 1991).\u003c/p\u003e\n\u003cp\u003eThis study found that the learning objectives related to SD aim to improve the internal efficiency of education (objectives representing the cognitive domain) but not external efficiency (objectives representing the affective and psychomotor domains). In other words, the identified learning objectives do not encourage students to acquire behaviors that represent the external efficiency of education, such as creating a more livable world, having environmental awareness, and contributing to environmental protection. Accordingly, learning objectives that aim to raise awareness regarding the environmental, economic, and social pillars of sustainable development contribute to SD. High school physics curricula should feature more learning objectives related to the cognitive, affective, and psychomotor domains of RBT in a hierarchical manner. This will encourage the utilization of cleaner production processes, production of eco-friendly products, and use of fewer resources to ensure sustainability. In addition, increasing the number of learning objectives related to SD and EE and aimed at improving the cognitive, affective, and psychomotor domains of RBT will ultimately contribute to the world\u0026rsquo;s carrying capacity. In other words, the objectives aimed at improving the internal efficiency of education should also serve to contribute to external efficiency and consequently create value. More learning objectives to enhance the cognitive, affective, and psychomotor domains of RBT should be included in the curricula. Learning objectives are mediated by different direct outputs of the education system: cognitive skills, attitudes, and behaviors (Lockheed and Hanushek, 1994).\u003c/p\u003e\n\u003cp\u003eTo achieve the UN SDGs by 2030, more learning objectives related to SD must be included in physics curricula. UNESCO emphasized the need for all learners to acquire the knowledge and skills needed to promote SD (UNESCO, 2015). Such knowledge and skills should promote sustainable lifestyles, a clean environment, human rights, equality, global citizenship, and appreciation of cultural diversity and cultural contribution to SD (UNESCO, 2015). To preserve a livable world for present and future generations, learning objectives related to sustainability and aimed at enhancing the cognitive, affective, and psychomotor domains should be taught at every stage of education. At the primary school level, SD related learning objectives should focus on helping students gain knowledge, and at the secondary school level, the relevant attitudes and behaviors should be promoted along with knowledge. In undergraduate and postgraduate education, the relevant knowledge should be reinforced with applied activities, thereby helping students acquire the target attitudes and behaviors. In education, higher-order achievements should be emphasized, and investments in education should be made in a manner that ultimately contributes to SD. The literature emphasizes that a country\u0026rsquo;s investment in quality education is essential for its SD and economic growth (Barro and Lee, 2012; Hanushek and Kimko, 2000; De la Fuente, 2011; Hanushek and Woessmann, 2012). Themes oriented toward sustainability education should be included in the curricula of all courses across disciplines (Tilbury and Wortman, 2004). To meet the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland, 1987), the aims of SD must be realized globally.\u003c/p\u003e"},{"header":"4. Recommendations","content":"\u003cp\u003eInstitutions and organizations have important roles to play in achieving the UN\u0026rsquo;s 2030 SDGs. The required time and resources should be allocated to facilitate a change in students\u0026rsquo; thinking and behavior toward SD, utilize participatory and experiential learning, and encourage critical thinking, imagining future scenarios, and practical learning. Educational institutions should integrate more subjects related to SD into their curricula and learning processes. The number of learning objectives in physics curricula that help students acquire the knowledge, attitudes, and behaviors that foster SD should be increased.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003e\u0026ldquo;Author Declarations\u0026rdquo;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u0026nbsp;\u003c/strong\u003eThis study was not supported by any institution or organization.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflicts of interest/Competing interests (include appropriate disclosures)\u0026nbsp;\u003c/strong\u003eThe author declare that there are no conflicts of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval/declarations\u003c/strong\u003e Not applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate\u003c/strong\u003e Not applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u0026nbsp;\u003c/strong\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and material/ Data availability\u0026nbsp;\u003c/strong\u003eThe data are readily available on request and all data analyzed during this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCode availability\u003c/strong\u003e The scripts used in data analysis are readily available on request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u0026nbsp;\u003c/strong\u003eThe author is solely responsible for the conception, design, data collection and analysis, writing and revision of the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAydın, M. 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Ankara: Distinguished.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Sustainable development, physics curriculum objectives, revised Bloom’s taxonomy","lastPublishedDoi":"10.21203/rs.3.rs-3981308/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3981308/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study determines and classifies the learning objectives related to sustainable development (SD) in the physics curricula of the 9th, 10th, 11th, and 12th grades in line with the sustainable development goals set by the United Nations (UN) and Revised Bloom\u0026rsquo;s Taxonomy (RBT). The classification of learning objectives in line with RBT revealed that these objectives only focus on the cognitive domain, and no learning objectives considering the affective and psychomotor domains were present in the curriculum. Regarding the levels of cognitive learning, the objectives were mainly related to applying, analyzing, and evaluating. The classification of objectives in line with the SD goals showed that the objectives were mostly concerned with the economic pillar of sustainability, followed by the environmental and social pillars. The study concludes that SD-related learning objectives in the physics curriculum are related to the cognitive domain rather than the affective and psychomotor domains.\u003c/p\u003e","manuscriptTitle":"Examining the learning objectives related to sustainable development in high school physics curricula vis-à-vis the sustainable development goals and revised Bloom’s taxonomy","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-03-25 17:41:37","doi":"10.21203/rs.3.rs-3981308/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"92479ca1-15c4-49d2-be7d-b53ac4d3999e","owner":[],"postedDate":"March 25th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-04-22T17:47:40+00:00","versionOfRecord":[],"versionCreatedAt":"2024-03-25 17:41:37","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-3981308","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3981308","identity":"rs-3981308","version":["v1"]},"buildId":"FbvkV6FR0MCFSLy54lSbu","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}