Understanding the intellectual demands of an intended curriculum is crucial as it defines the frames for teaching and learning processes and practice during lessons. In this study, upper-secondary school chemistry curricula contents in Czechia, Finland, and Turkey were analysed, and their objectives were compared using the Revised Bloom's Taxonomy (RBT). The intellectual demands were examined analysing the action verbs in the three curricula objectives based on their association with the intended cognitive process dimensions in the RBT. The Turkish upper-secondary chemistry curriculum was found to be more structured, detailed, and containing more objectives than the Czech and Finnish curricula. The domineering objectives in cognitive demands were understand (77.2%) and analyse and apply (both 7.1%). Conceptual items dominated (59.8%) with procedural items identified (29.1%). Also, there are five metacognitive items (3.9%). The Czech curriculum, compared to the Finnish and Turkish curricula, does not take modern trends in the field of chemistry into account. The cognitive demands in the Czech curriculum were skewed toward apply (40%) with understand and evaluate accordingly represented by 20%. Conceptual items dominate with a 53.3% of occurrence. In the Finnish curriculum, the cognitive demands were skewed toward apply (47.1%) with create (23.5%) and understand (17.6%). Procedural (35.3%) domains predominate, although metacognitive objectives represent a significant share (23.5%) too. These findings from the contents and intellectual demands of the curricula in each of the three countries have the potential to help teachers and other actors in education design the interventions and assessments implemented in the classes. Comparing the distribution of intellectual demands between the countries provides an international reference for educational reforms in hand in many countries.

中文翻译：

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捷克，芬兰和土耳其拟定化学课程的知识要求：基于经修订的布鲁姆分类法的比较分析

了解目标课程的知识要求至关重要，因为它定义了课程中教学过程和实践的框架。在这项研究中，分析了捷克，芬兰和土耳其的高中化学课程内容，并使用修订布鲁姆分类法（RBT）比较了它们的目标。通过对三个课程目标中的动作动词与RBT中预期的认知过程维度的关联进行分析，从而分析了他们的智力需求。人们发现，与捷克和芬兰的课程相比，土耳其的高等化学课程更为结构化，详尽且包含更多的目标。理解需求中的霸气目标（77.2％）并进行分析和应用（均为7.1％）。概念项目占主导地位（59。8％），并确定了程序性项目（29.1％）。此外，还有五个元认知项目（3.9％）。与芬兰和土耳其的课程相比，捷克的课程没有考虑化学领域的现代趋势。捷克课程中的认知要求偏向于应用（占40％），其中理解和评估相应地占20％。概念项目占主导地位，占发生率的53.3％。在芬兰的课程中，认知要求偏向于应用（47.1％）与创造（23.5％）和理解（17.6％）。尽管元认知目标也占据了很大的份额（23.5％），但程序性（35.3％）域仍占主导。从这三个国家的课程内容和知识要求中得出的这些发现有可能帮助教师和其他教育参与者设计课堂中实施的干预措施和评估。比较各国之间智力需求的分布情况，为许多国家正在进行的教育改革提供了国际参考。