Abstract
This study explored the content complexity of Technical Science through the Depth-of-Knowledge (DOK) Level Scheme, aiming to provide a nuanced understanding of how cognitive demands impact student learning and instructional strategies. Recognizing the importance of aligning educational practices with the intricacies of subject content, this research employs a mixed-methods approach, integrating qualitative and quantitative analyses to assess the DOK levels embedded within Technical Science curricula, instructional resources, and assessment tools. Through systematic content analysis, the study categorizes a variety of Technical Science topics according to the four DOK levels: recall and reproduction, skills and concepts, strategic thinking, and extended thinking. The findings reveal a heterogeneous landscape of content complexity, with certain topics necessitating higher-order thinking skills while others remain focused on foundational knowledge. Notably, the research identifies significant discrepancies in the application of DOK levels across different educational contexts, highlighting the need for a more consistent framework in curriculum design. Furthermore, the study discusses the implications of these findings for teachers and curriculum developers, emphasizing the necessity of incorporating higher DOK levels into instructional practices to foster critical thinking, problem-solving abilities, and deeper understanding among learners. Recommendations are provided for the effective integration of DOK-aligned strategies in teaching Technical Science, as well as for future research to further investigate the relationship between content complexity and student achievement. By advancing the discourse on DOK levels within Technical Science education, this study contributes to the ongoing efforts to enhance educational outcomes and promote a more rigorous and relevant science curriculum.
Keywords: Content complexity, DOK level scheme, Bloom Taxonomy, Technical Science, cognitive level.