The aim of this research is to examine the scientific researches in the electronic environment based on the Revised Bloom Taxonomy in Turkish Education. The research was designed with a qualitative research approach. The studies examined in the research conducted using the document analysis method were analyzed with the “content analysis” method. In the field scanning; 38 academic studies with “Renewed/Revised Bloom’s Taxonomy” in the research title, summary, research questions and purpose statement were identified. According to the findings, the most master’s thesis work was done, and “Course/study and teacher’s guide books” were the most researched subject. Although there are studies that do not specify a research method, qualitative research methods are mostly preferred. The content under the title of “Conclusions and suggestions” of the researches, “Course/study/teacher’s guide books; assessment, evaluation and curriculum” were interpreted by dividing them into sub-categories. According to the common results of the studies, it has been determined that the goals and acquisitions based on metacognitive skills in Turkish education programs are insufficient, the activities in the course/study and teacher’s guide books are not prepared in accordance with the cognitive steps, and the teachers are insufficient in preparing assessment and evaluation questions. In the studies, it has been suggested that the Renewed Bloom Taxonomy steps should be distributed in a balanced way in the achievements of the curriculum and textbook activities, and that more studies should be carried out to develop metacognitive competencies. The research will be beneficial for the literature in terms of detecting the trends of the studies in the literature and recognizing the deficiencies in Turkish education; It is thought that it will provide ideas to researchers in future studies.