A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives
... provide a manually annotated, mature and provenant empirical dataset with 1015 competency goals from programming education and a methodology for replication studies, e.g., in other countries, languages and other computing areas, and propose a use case with a Machine Learning (ML) model to classify programming competencies into categories of cognitive complexity [2] with the help of Natural Language Processing (NLP). ...
... Learning outcomes form a common language construct for the representation of competency-based qualifications in formal educational settings. One sentence usually contains exactly one observable learning outcome which is described by an action verb, the learning content object, and, if necessary, the context object [2]. Competency-based learning outcomes can be classified according to the taxonomy developed by Anderson and Krathwohl (AKT) [2]. ...
... One sentence usually contains exactly one observable learning outcome which is described by an action verb, the learning content object, and, if necessary, the context object [2]. Competency-based learning outcomes can be classified according to the taxonomy developed by Anderson and Krathwohl (AKT) [2]. For example, CS students are able to decode bit strings as characters or numbers. ...
Students’ challenges in introductory programming courses have long been subject to research. In fact, learners are faced with cognitively complex tasks, such as modeling and writing programs. At the same time, educators are known to experience challenges with the classification of a competency’s cognitive complexity. In this paper, we present a text dataset with competency goals expected in basic programming courses. We then apply a deep learning approach to the dataset to classify the competency-based learning objectives as a use case. A manually annotated dataset of 35 German universities and their learning objectives in 129 introductory programming courses was processed into a machine-readable format to achieve these goals. It contains 1015 competency goals (both in German and English) and their classification into dimensions of complexity. Different state-of-the-art machine learning (ML) models, e.g., BERT, along with Natural Language Processing techniques, i.e., parts-of-speech-tagging, were combined to train a deep learning model in a supervised manner for the classification of competencies. The proof-of-concept shows that knowledge can be derived from the dataset. In the presented use case, the ML classification achieved a maximum accuracy of 81.4%. This work has several implications for educators, as it is the foundation for an application that classifies competency goals according to their cognitive complexity. The dataset can further be used to test language models as a baseline performance task. Moreover, the dataset can be extended, e.g., with data from other countries and languages. The dataset is available online under a Creative Commons license (https://github.com/nkiesler-cs/HEPComp-Dataset).
... Bloom's taxonomy is referred to wherever one encounters concepts such as powerful knowledge, meaningful learning (Airasian and Miranda 2002;Bijsterbosch, Schee, and Kuiper 2017;Krause, Béneker, and Tartwijk 2022). Bloom's revised taxonomy of cognitive goals (Anderson et al. 2001) appears to be well suited to developing the evolving complexity of learning tasks as a potential tool for the development of geographical thinking. The taxonomy is designed as a two-dimensional one and works with both the knowledge level (the connection to the concept of big ideas and hierarchized concepts, from concrete to abstract to metacognitive) and the operational level (different difficulties of cognitive operations, from recalling information to creative thinking). ...
... The Revised Bloom's Taxonomy (Anderson et al. 2001) forms the criterion for the design of our research on how to create gradual learning tasks for the geography part of the curriculum in Czech primary education. As noted previously, we consider the key changes in the Revised Bloom's Taxonomy to be the extension of its original, one-dimensional taxonomy (the dimension of the cognitive process) to include the dimension of knowledge (factual knowledge, conceptual knowledge, procedural knowledge, metacognitive knowledge). ...
... Although the hierarchical arrangement of the taxonomy is retained, the revised version moves away from the original cumulative hierarchy toward complexity. In planning and implementing learning activities, they should be blended across cognitive demand levels, emphasizing the need to apply all dimensions within the context of a single thematic block of learning (Anderson et al. 2001). ...
This article is devoted to the characterization of the theoretical and curricular framework for the concept of gradual learning tasks and their importance to developing geographical thinking among primary school pupils. The concept of powerful knowledge as a way to systematize educational content and link it to clearly stated educational goals is emphasized. Bloom’s revised taxonomy, which forms the basis for these gradual learning tasks, appears to be useful in applying powerful knowledge to teaching. The authors intend to describe the process of creating gradual learning tasks in selected parts of the geography curriculum inspired by Bloom’s taxonomy. Examples of specific formulations of learning tasks at different levels of difficulty are provided.
... The authors anticipated that the content delivery methods OT/OTA students received would evolve throughout their respective programs. They envisioned content delivery would align with Bloom's Revised Taxonomy in which students learned basic concepts of DEI, SDOH, and intersectionality in their first semesters (Anderson et al., 2001). Students would then progress to applying and analyzing these concepts in a clinical context during Level I and II fieldwork (Anderson et al., 2001). ...
... They envisioned content delivery would align with Bloom's Revised Taxonomy in which students learned basic concepts of DEI, SDOH, and intersectionality in their first semesters (Anderson et al., 2001). Students would then progress to applying and analyzing these concepts in a clinical context during Level I and II fieldwork (Anderson et al., 2001). Finally, students would acquire the ability to critique existing practices and the preparation to create new initiatives to advance culturally informed skilled OT services (Anderson et al., 2001). ...
... Students would then progress to applying and analyzing these concepts in a clinical context during Level I and II fieldwork (Anderson et al., 2001). Finally, students would acquire the ability to critique existing practices and the preparation to create new initiatives to advance culturally informed skilled OT services (Anderson et al., 2001). Survey results, however, indicated OT/OTA students received DEI-related content areas primarily through lectures, activities, and discussions, and that the content quality and delivery methods did not progress to higher levels of learning experiences. ...
... En nuestro estudio, denominamos informe de resolución de problemas al género formativo-evaluativo que cumple una doble finalidad: ser una actividad de aprendizaje y ser un producto de evaluación. Desde la teoría del género (Swales, 1990(Swales, , 2004, se describe la organización retórica de este género por medio de un corpus de textos escritos del área biología y, posteriormente, se profundiza en el análisis de la primera movida, considerando, por una parte, los niveles de comprensión lectora (Cassany, 2006;Gordillo & Flórez, 2009;Guevara, Cárdenas & Reyes, 2015) y, por otra, las taxonomías de aprendizaje (Bloom et al. (1956) reformulada por Anderson & Krathwohl, 2001;Biggs & Collis, 1982, 1989. Los resultados indican que existen cuatro movidas retóricas que poseen diferentes propósitos comunicativos. ...
... Puesto que los géneros formativo-evaluativos tienen implícita la construcción de un aprendizaje, debido a su carácter acreditativo, es necesario determinar los niveles de comprensión de conocimientos que alcanzan los estudiantes. Para ello hemos realizado una revisión acuciosa de tres taxonomías de aprendizaje (Bloom et al., 1956;Biggs & Collis, 1982, 1989Anderson & Krathwohl, 2001) y tres clasificaciones de niveles de comprensión lectora (Cassany, 2006;Gordillo & Flórez, 2009;Guevara et al., 2015). Este tipo de análisis permite evidenciar, por un lado, que los estudiantes comprenden las fuentes a las que acceden y, por otro, clasificar los objetivos de aprendizaje que se relevan de las preguntas que los estudiantes realizan en el 'informe de resolución de problemas'. ...
... Finalmente, realizamos un análisis acabado de la Movida 1 a través de la clasificación de los tipos de preguntas y los rasgos lingüísticos a los que apuntan las preguntas y respuestas que se encuentran en esta movida. Debido a que las preguntas requieren desarrollar ciertos conocimientos y objetivos utilizamos las taxonomías de aprendizaje tanto de Bloom et al. (1956) reformulada por Anderson & Krathwohl (2001) como la de Biggs y Collis (1982, 1989. Por otra parte, puesto que las respuestas obedecen a una comprensión de la pregunta, usamos diferentes clasificaciones de comprensión lectora tal como señalamos en la Tabla 1. ...
In the science field, the use of Problem-Based Learning (PBL) methodology is becoming increasingly common, and the learning outcome is often captured in a written report. In our study, we consider the problem-solving report a formative-evaluative genre that has a dual purpose: to be a learning activity and to be an evaluation product. From the genre theory (Swales, 1990, 2004), we describe the rhetorical organization of this genre by means of a corpus of written texts in the area of biology and, subsequently, we analyze the first move in depth, considering, on the one hand, the levels of reading comprehension (Cassany, 2006; Gordillo & Flórez, 2009; Guevara, Cárdenas & Reyes, 2015) and, on the other, the taxonomies of learning (Bloom et al. (1956) reformulated by Anderson & Krathwohl, 2001; Biggs & Collis, 1982, 1989). The results indicate that there are four rhetorical moves that possess different communicative purposes. In the case of the first move, problematization, there are three types of questions that account for the level of abstraction of acquired knowledge and the problematization that the students carry out based on the case presented in the PBL. In this move, transactional interrogative statements predominate (Escandell, 2013), using simple discursive resources such as definition, description, classification, or enumeration. Since the genre has not been described before, it is necessary to deconstruct it and model it in order to understand its scope in disciplinary training in the field of science.
... Create is the pinnacle cognitive skill of Bloom's taxonomy's cognitive dimension. 18 Create is defined in Bloom's taxonomy as "the ability to rearrange elements, in conjunction with an individual's prior knowledge, to construct a novel and functional product." 18 In the educational setting, the "product" could take the form of a student assignment or project-the hypothesizing and synthesis of knowledge is the "product." ...
... 18 Create is defined in Bloom's taxonomy as "the ability to rearrange elements, in conjunction with an individual's prior knowledge, to construct a novel and functional product." 18 In the educational setting, the "product" could take the form of a student assignment or project-the hypothesizing and synthesis of knowledge is the "product." Bloom's taxonomy asserts that for students to be able to create, the previous five cognitive skills (remember, understand, apply, analyze, and evaluate) need to be mastered, in addition to having enough background knowledge of the area. ...
... Bloom's taxonomy asserts that for students to be able to create, the previous five cognitive skills (remember, understand, apply, analyze, and evaluate) need to be mastered, in addition to having enough background knowledge of the area. 18 In a previous study, the authors identified that the majority of the Bachelor of Biomedical Sciences (BMS) student cohort at Monash University (an Australian research-intensive university) perceived a lack of creative learning opportunities in the program and, in fact, believed the course restricted their creativity. 19 This conflicted with the number and variety of creative learning opportunities identified in the course (using Bloom's taxonomy's "create" 18 ). ...
Previously we identified that biomedical science students commonly misunderstand "creativity," mistaking it for "freedom." In the present study, we describe and evaluate a workshop designed to increase students' awareness of creativity as a highly sought-after employability skill and cognitive process applicable to scientific endeavors. To achieve this, we developed and introduced students to a process called the "Diamond Model," utilizing a case study to contextualize and signpost the creative processes of divergent and convergent thinking. This model was introduced to students in the first workshop of a 12-week undergraduate biochemistry unit (subject) within the Bachelor of Biomedical Science at Monash University, Australia. Students completed pre- and post-workshop surveys to gauge the impact of the workshop on their conceptions of creativity and Bloom's taxonomy of learning. In addition, reflective journals were completed by a small subset of students (n = 9) following the workshop. Following the workshop, over 65% of students indicated that their conception of creativity had changed. Thematic analysis of students' survey responses and reflections indicated that this change in the conception of creativity included broadening their definition of creativity, increased awareness of creativity as a skill and science as a creative process, and that creativity can be applied to different areas of life. Students attributed the signposting of creative elements as a contributing factor to their increased awareness. These results indicate the positive impact the workshop and our novel Diamond model had on student conception of creativity, highlighting the importance of explicit communication and signposting in skill development.
... Miller [4] states, for example, that "the individual who does not comprehend basic terms like atom, molecule, cell, gravity, or radiation will find it nearly impossible to follow the public discussion of scientific results or public policy issues pertaining to science and technology" (pp. [38][39]. ...
... We began the first stage by identifying and defining the cognitive domains that it was intended to assess. Cognitive domains or processes are defined as strategies through which knowledge is acquired, assimilated or used to solve problems and, thus, we used the following domains presented in Bloom's updated Taxonomy [38]: understand, which implies constructing meaning from instructional messages; analyse, which presupposes breaking down the content and determining the relationship of each part to the perception of the whole; and evaluate, which expresses the ability to establish a value judgement and make decisions based on criteria and standards. ...
Teachers and researchers, in accordance with the main Portuguese curriculum documents in the area of Physical and Natural Sciences, agree that the development of scientific literacy is an integral part of basic education and report that the teaching of these skills is taking place in schools. However, few scientific literacy assessment instruments are available to assess students' proficiency in using these skills. In this article, we describe the design and processes for gathering validity evidence for the development of the Avaliação da Literacia Científica Essencial (ALCE) instrument. The ALCE assesses scientific literacy skills of students at the end of the 3rd cycle of Basic Education, in the cognitive domains of understanding; analysing and evaluating phenomena; problems and everyday situations involving content knowledge and skills developed in the subjects of Natural Sciences and Physical Chemistry. Our validity argument, which includes the gathering of evidence based on the content and internal structure of the instrument and is grounded in the current literature on the validation of assessment instruments, supports the use of the instrument for the assessment of students' scientific literacy level at the end of the 3rd cycle of Basic Education. The ALCE may be a useful tool to identify possible gaps between the teaching objectives and the students' scientific literacy proficiency and reflect on the methodologies, lesson plans and strategies used in the classroom in order to change them to better develop the students' scientific literacy.
... An approach that balances concerns for validity and reliability is to ask assessors to deliver questions by moving up through the levels of Bloom's (revised) taxonomy (Anderson & Krathwohl, 2001) in a standardized way. Moving through the levels allows for an open-ended approach to the content of the questions (Hagemeister & Westhoff, 2010), whilst offering a standard structure to the interactive oral. ...
... This approach can also help ensure that students are building upon their prior knowledge and developing a deeper understanding of the material. Below is an illustrative set of questions related to the topic of cognitive development in psychology, showcasing the progression through Bloom's (revised) taxonomy(Anderson & Krathwohl, 2001): 1. Remembering: What are the four stages of cognitive development in Piaget's theory? 2. Understanding: According to Piaget's theory, How do children's schemas change over time? 3. Applying: Imagine you are a preschool teacher. How would you modify your teaching approach to accommodate the cognitive abilities of children in the preoperational stage of development? ...
ChatGPT is an artificial intelligence tool that generates human-like text, making it
difficult to detect. Despite its potential as a pedagogical tool, educators must be aware of the risk of academic misconduct when students use ChatGPT to submit third-party material as their own work. To ensure authorship of assignments, ChatGPT is requiring psychology educators to make the learning journey more visible. Interactive oral assessments require students to engage in conversation and demonstrate their knowledge of a topic in real time, making it challenging for students to rely solely on ChatGPT. To maximize the effectiveness of the interactive oral in preserving academic integrity, it is important for psychology educators to carefully design and implement the assessment, establish clear guidelines, and provide training for markers and students. In addition, educators should hold honest discussions about ChatGPT and modeling to promote integrity among students. By implementing interactive oral assessments, educators can balance assessment security and academic integrity while providing students with opportunities to demonstrate their understanding of the material.
... 1. What are the various levels of cognitive demands as per the revised Bloom's taxonomy (Anderson et al. 2001) required to answer the exercise questions of NCERT English textbooks of standard 8 th , 9 th and 10 th ? 2. What are the types of argumentation skills (Wolfe 2011) required by the learners to answer these exercises? 3. What is the quantitative distribution of these two parameters in each standard? ...
... In order to carry out this work the researchers have integrated two theoretical frameworks that are sought to be fruitful to analyse the NCERT exercise questions and provide a comprehensive explanation about the design and development of textbooks. The first is Bloom's Revised Taxonomy of Cognitive Demands (BTCD) (Anderson et al. 2001) and another one is Wolfe's Argumentation Skills (Wolfe 2011). ...
The present study aims to find out how far the secondary level textbooks of English are helpful to develop the young learners' cognitive and argumentative skills by evaluating the exercise questions of the English textbooks for classes 8 th , 9 th and 10 th , published by the National Council of Educational Research and Training (NCERT). The theoretical frameworks adopted for the work are the revised version of Bloom's taxonomy of cognitive demand by Anderson and Krathwohl, and Wolfe's Argumentation Model for argumentation skills. After analysing 326 exercise questions, the researchers found that the cognitive demand of 'Analysis' that requires analytic argumentation skill is the most frequent, followed by 'Understand' requiring text-centred arguments. However, the cognitive demands of 'Create' and 'Apply' have only marginal representation, which implies that the learners' creative and problem-solving cognitive skills are ignored in these textbooks. This study can be helpful to textbook developers and curriculum planners for enhancing the quality of textbooks.
... At the extended abstract level, learners can generalise relationships between aspects from level 4 to a different domain. They are also able to execute complex metacognitive tasks such as creating, reflecting and theorising (Anderson & Krathwohl, 2001;J. Biggs, n.d.;J. ...
... Bloom's Cognitive Taxonomy is widely used to assess cognitive learning outcomes. It consists of six cognitive levels: remembering, understanding, applying, alysing, evaluating, and creating (Anderson & Krathwohl, 2001). An article that used this framework to create a scientific literacy instrument is Hartini(2018). ...
Scientific literacy has become the goal of science education throughout the world. To
assess scientific literacy, the development of a scientific literacy instrument is imperative. Several scientific literacy instruments have been created, such as those for the Programme for International Student Assessment (PISA) and Project 61 for Science for All America. In
this study, the authors conducted a systematic literature reviewof journal articles that report on the development of instruments to measure scientific literacy. This study used Publish or Perish 7 software to study all related articles from the SCOPUS database using keywords related to scientific literacy instrument assessment. The result shows that of 290 articles there were 46 articles that developed scientific literacy instruments and 43 articles that used at least one framework to create scientific literacy instruments. This study found 12 frameworks that had been used to develop scientific literacy instruments. However, the authors also found an article that did not use any framework to create a scientific literacy instrument. In this article, the authors discuss the trend of scientific literacy instrument development and its framework, how the framework has been used, and possibilities for future studies regarding the development of scientific literacy instruments.
... Some academics suggested that students basically became critical thinkers by encountering a number of different phases. According to a revised Bloom's taxonomy model proposed by Anderson et al. (2001), 1) rememberingrecognizing knowledge in long-term memory, and recalling relevant knowledge from long-term memory; 2) understanding -clarifying from one form of representation to another, exemplifying a concept or principle, categorizing something into a category, summarizing a general theme or major points; 3) applying -executing a procedure for a familiar task, and implementing a procedure for an unfamiliar task; 4) analyzing -differentiating relevant from irrelevant parts of presented material, and organizing elements of parts to fit into a structure; 5) evaluating -checking inconsistencies within a process or product, the internal consistency of a process, and the effectiveness of the implemented procedure; and 6) creating -generating alternative hypotheses based on criteria, ...
... These aspects were consistent with the notion of developing critical thinking skills (Garrison et al., 2001) and revised elt.ccsenet.org English Language Teaching Vol. 16, No. 9;2023 Bloom's taxonomy suggested by Anderson et al. (2001). To develop critical thinking skills in English language teaching, EFL university teachers had to be aware that different aspects of critical thinking skills, namely exploring more information, sharing thoughts and opinions, evaluating information, and providing reasons to strengthen the ideas could be promoted in different English grammar, reading, and writing skill activities. ...
The purpose of the study was to investigate EFL university teachers' lived experiences with technology integration in order to foster critical thinking skills among Thai EFL university students. To explore teachers' experiences, a phenomenological qualitative research approach was implemented. There were 16 EFL university teachers who were purposefully selected to participate in the study because they could provide valuable experiences relating to utilizing technologies to foster critical thinking skills in English language classrooms. Phenomenological semi-structured interviews and class observations were used to elicit teachers' experiences. The field notes obtained from the class observations were organized, and the data derived from the interviews were transcribed. The significant statements relating to promoting critical thinking skills through the use of technology in English language instruction were highlighted, and those statements were clustered into different units of meanings or themes. The findings revealed that utilizing different technologies to conduct English language learning activities encouraged specific aspects of critical thinking skills, namely exploring additional information, sharing thoughts and perspectives, analyzing information, and giving reasons to strengthen opinions. Additionally, by integrating a range of technology, those aspects of critical thinking abilities were promoted in specific English language skills. Further findings of the study regarding problems and their solutions for implementing technologies to promote critical thinking skills in English classrooms were discussed later.
... Digital note-taking tools support the cognitive processes envisioned in Bloom's revised taxonomy (Anderson & Krathwohl, 2001), i.e. remembering, understanding, applying, analysing, evaluating and creating. In particular, note-taking tools with bi-directional linking are of special significance as they help writers organise their thoughts or consider problems/phenomena from different perspectives. ...
Note-taking is prevalent in academia—it is the basis of scholarly work, i.e. searching for information, collecting and reading literature, writing and collaborating, referred to as a “primitive” that assists these information activities (e.g., Palmer, C. L., Teffeau, L. C., & Pirmann, C. M. (2009). Scholarly information practices in the online environment: Themes from the literature and implications for library service development. OCLC Research. https://accesson.kisti.re.kr/upload2/i_report/1239602399570.pdf ). Researchers and higher education students take notes throughout the inquiry cycle, i.e. while designing research, collecting data, analysing data, and writing the report. In addition, with written assignments being a considerable part of student academic work, notes are taken in the writing process, from generating ideas for writing tasks, through text planning and drafting to its editing. As this process may be challenging, digital note-taking has the potential to facilitate writing in academic contexts (Matysek, A., & Tomaszczyk, J. (2020). Digital wisdom in research work. Zagadnienia Informacji Naukowej—Studia Informacyjne, 58(2A(116A)), 98–113. https://doi.org/10.36702/zin.705 ). Yet, despite the availability of literature concerning formal requirements of writing, such as style, structure, referencing, etc., relatively little literature deals with the note-taking activity that assists academic writing, and even less with digital note-taking. In order to bridge this gap, this chapter focuses on the note-taking activity and shows how digital tools can support note takers in the academic writing context.
... Anderson, an educational researcher, suggests that to achieve curriculum goals, it is important to focus on learning, teaching, assessment, and adjustment. (Anderson et al., 2001). Thus, it is inevitable to make significant changes in teaching methods, learning approaches, and assessment techniques to attain the newly required core competencies. ...
This multi-case study examined the strengths and weaknesses of aligning teaching–learning-assessment of classroom project-based learning to curriculum standards and offered suggestions for teacher training and instructional improvement. The study constructed an alignment analysis framework for analyzing the cognitive dimension of classroom project-based learning and analyzed the situation of two junior high schools in Zhejiang Province using deductive and inductive content analysis. According to the results, the cognitive demands of classroom instruction activities and classroom assessments were much higher than those of teaching objectives and curriculum standards. Simultaneously, classroom instruction paid insufficient attention to engineering topics, and all instructional implementation elements exhibited content and cognitive deficiencies. The study suggests that teachers' dearth of engineering knowledge and the characteristics of project-based learning in the classroom are the primary reasons for the lack of alignment among three instructional implementation elements with curriculum standards. Similarly, it was discovered that classroom project-based learning has the characteristics of co-development of physical knowledge and engineering content and that future research can focus on developing more effective forms of classroom content organization and time distribution.
... Critical thinking is the ability to think about one's own thinking to enhance the quality of thinking and make effective decisions (Scriven et al., 1987;and Judge et al., 2009). Critical thinking in mathematics, the goal could be to learn how to determine the most efficient and effective method to solve problems includes building mathematical ideas through explaining, questioning, and organizing, using mathematical understanding to generate new ideas, providing reasons or judgments, and performing ways to solve mathematical problems (Anderson & Krathwohl, 2001;and Permani & Prabawanto, 2020;Salwah et al., 2020). Mathematical critical thinking can be defined as the processes and abilities used to understand mathematical concepts, apply them, synthesize information, and evaluate the generated information (Purnamasari et al., 2021). ...
Mathematical critical thinking is one of the most important skills that students must possess. The ability to think critically in mathematics is an essential skill that can be developed through effective teaching practices and student engagement. This article presents the questions to be investigated regarding critical thinking using bibliometric analysis. Bibliometric analysis is a method used to analyze research articles related to a chosen topic. The data source for this analysis is Scopus. The search was filtered by subject area, document type, language, and publication year. According to the results from Scopus, a total of 148 documents related to mathematical critical thinking were obtained from 2019 until May 2023. Based on the co-occurrence analysis of authors' keywords, besides 'critical thinking' and 'critical thinking skills', 'secondary school' and 'secondary education' appeared most frequently, with 6 occurrences. These trends in the number of articles can provide insights into the research interests in this field.
... A taxonomy is a classification framework where categories lie along a continuum, which can benefit pedagogues [3]. A review of taxonomies related to perceptual-cognitive skills [4] concluded that Moore's five-level taxonomy of perception [5,6] presents the broadest view of perceptual abilities. ...
This paper presents a taxonomy of learning outcomes in critical listening for sound engineers. Derived from the literature on auditory perception and broader classifications of perceptual processes, the taxonomy segregates critical listening processes to improve curriculum development and pedagogical practices in the field. Building on previous findings that begin to support this taxonomy, its effectiveness as an educational tool is qualitatively assessed using learning journals and focus groups with 51 audio engineering students. This evaluation leads to a refinement of the taxonomy which offers a more robust classification of listening processes.
... It runs from low order cognition like recall or recognition through to the highest-order of cognition. Bloom's taxonomy was revised in 2001: the two highest levels (synthesis and evaluation) were switched around and the initial nouns were changed to verbs (Anderson & Krathwohl 2001). The highest-order verb now being to create. ...
... In order to promote critical thinking in the context of distance learning, it is necessary to use specific methods and techniques that contribute to the development of these skills. One of the most effective approaches is to use tasks that require higher-order thinking (analysis, synthesis, evaluation/ creation) and problem-solving tasks that ask students to consider issues from different perspectives and seek different solutions (Bloom, 1984;Anderson, Krathwohl, 2001; Cambridge Life Competencies Framework, 2019). ...
The aim of this scientific article is to investigate and analyse the use of digital technologies in designing lessons to promote critical thinking among primary school students. It highlights the importance of this research in the context of today's information-driven society and educational demands. Methodology. The study takes a comprehensive approach to research and analysis. It includes a review of relevant literature on critical thinking, digital technologies and their integration in education. The researchers examine various digital tools and techniques that are suitable for promoting critical thinking in young learners. In addition, the study includes a qualitative evaluation of sample critical thinking lessons designed for primary school students, with a particular focus on blended and distance learning environments. Results. The research findings demonstrate the benefits and opportunities of digital technologies in developing critical thinking skills in young students. It shows the effectiveness of specific digital tools and methodologies in developing critical analysis, problem solving and reasoning skills. The study also highlights the positive impact of digital technology integration on student motivation, access to information and the development of critical thinking skills in the context of distance learning. Practical implications. The article provides practical insights for educators and curriculum developers in designing engaging lessons that promote critical thinking in primary school students through the integration of digital technologies. It suggests best practices for selecting appropriate digital tools and techniques to achieve optimal results in developing critical thinking skills. It also provides guidance on how to integrate digital technologies into the educational process to enhance the quality of teaching and learning, especially in the context of distance learning. Value/originality. This research contributes to the existing body of knowledge by shedding light on the specific benefits of using digital technologies to promote critical thinking in young learners. The study provides original insights into the effective integration of digital tools and methodologies in the development of critical thinking skills in primary school students. It highlights the importance of embracing digital literacy as an integral part of fostering a culture of critical thinking, thereby enhancing the overall learning experience in the digital age.
... Our action research attempted the second focus, which is to ask what types of feedback chemistry undergraduates in Singapore give to their peers when they construct their own 3TMCQ. The quality of feedback students give each other will be classified according to the four levels by Hattie and Timperley (2007), which we related to the question type or cognitive levels based on the revised Bloom's Taxonomy (Anderson et al., 2001). For the three specific research questions (see Fig. 1), it is hypothesised that: ...
This study was part of a larger project to improve learning of undergraduate chemistry in Singapore through the use of self-authored three-tier multiple-choice questions (3TMCQs) and the giving/receiving of peer feedback. Specifically, we examined the quality of written feedback based on the classification by Hattie and Timperley (2007) that year 2 to 4 learners (N=31) gave each other on responses in their 3TMCQs (N=466 administered). It was found that the most common type of voluntary feedback given by test-makers was task (& self), followed by process (& self), self alone, and lastly regulation (& self) levels over seven chemistry courses. In addition, question type (based on revised Bloom’s Taxonomy) had a marginal effect on the quality of feedback received; instead, items answered incorrectly garnered higher quality feedback and were four times more important than the cognitive level of questions. Feedback quality given by more experienced students was also no better than those given by less experienced ones. While there is growing evidence supporting the self-authoring of questions and giving/receiving peer feedback to enhance learning at undergraduate levels, further research is warranted into the types of peer feedback that learners may receive when attempting different question formats.
... The identification of the factors with particular behavioural statements leads to the construction of the items related to student classroom learning behaviour in mathematics. Each item was constructed considering the thematic base accumulating with different levels of cognitive and affective domains of Bloom's revised taxonomy (Anderson & Krathwohl, 2001). Thirty-six items, 6 from each domain, were constructed in the initial stage. ...
A self-assessment instrument helps mathematics teachers to identify students' learning behaviour and intervene with appropriate instructional design for engaged and meaningful learning in a mathematics class. This study, thus, aims to design, develop, and validate a self-assessment instrument in mathematics classroom learning behaviour for secondary-level students. This study comprises four systematic levels of instrument development and validation processes. Firstly, it begins with a review of different theories and related literature for formulating the relevant assessment domains of the instrument. Secondly, it continues with tool design and item development processes based on the pre-determined domains. The third level involves the draft reviewing process by experts and pre-testing of the draft with a sample of 540 secondary level students. The last stage includes testing and verification of the draft using different statistical tools. Thus, this study establishes a verified students' mathematics classroom learning behaviour self-assessment instrument by completing a systematic process of tool construction.
... This is the key issue. The game must support the repeated activities and feedback needed to develop meta-knowledge and to deal with the corresponding cognitive complexity: comprehension, application, analysis, synthesis, and evaluation e.g., Bloom's Taxonomy (Anderson & Krathwohl 2001). The games must make the executive aware of the process, of the metacognition, and allow the executive the opportunity to see the value of conscious attention to these elements. ...
Senior executive strategic decision making is a prized skill. The analysis of available literature yields three key conclusions: i) strategic decision-making skills, especially in high complexity and ambiguity leverage ‘adaptive expertise' which is very different from the dominant discourse on narrow domain ‘expert performance;' ii) unlike focused skills which can be developed by concentrated, high repetition practice, adaptive expertise requires higher order meta-cognitive skills in addition to wide domain knowledge and managerial skills. Third, emerging literature suggests serious games can help to improve capabilities in decision making and cognitive skill, but there is a limited range of games or research explicitly focused on strategic decisions, while there is extensive body of knowledge on such simulations and measures for in-the-moment type decisions. The authors propose several frameworks and design requirements incorporating three levels of skills including higher cognition.
... Moreover, learners can not only work individually, but also collaboratively in such enhanced video-based environments -sharing their annotations and hyperlinks and discuss them with others (peers, colleagues, teachers) or edit the material in learning groups (e.g., Chambel et al., 2006;Goldman, 2007;Sauli et al., 2018;Zahn et al., 2012). In this sense, video tools can be seen as socio-cognitive tools for learning that afford advanced learning activities like "analyze", "evaluate" or "create" according to Bloom`s taxonomy (Anderson & Krathwohl, 2001;Krathwohl, 2002). However, there is no consensus in the literature on whether and how enhanced tools really support individual and collaborative learning or are rather cognitively overwhelming (Evi-Colombo et al., 2020;Sauli et al., 2018). ...
Videos are an increasingly popular medium for supporting learning in various educational settings. Nowadays, newly designed video-based environments contain enhanced tools that allow for specific interactions with video materials (such as adding annotations and hyperlinks) which may well support generative learning and conceptual understanding. However, to exploit the potentials of such enhanced tools, we need to gain a deeper understanding on the learning processes and outcomes that go along with using these tools. Thus, we conducted a controlled laboratory experiment with 209 participants who were engaged in learning a complex topic by using different enhanced video tools (annotations vs. hyperlinks vs. control group) in different social learning settings (individual vs. collaborative learning in dyads). Findings revealed that participants who learned with hyperlinks and participants in collaborative settings created hypervideo products of higher quality than learners in other conditions. Participants who learned with annotations assessed their knowledge gain higher and had higher results in conceptual understanding when they experienced low cognitive load. With our study we contribute new original work to advance cognitive research on learning with enhanced video learning environments. Limitations and recommendations for future research are discussed.
... However, the general expectation in specifications grading is that students will need to demonstrate mastery of skills or concepts with higher cognitive demand or complete more work to earn higher final letter grades. We used Bloom taxonomy (63,64) to establish baseline skills for grade demarcations. Each question on a problem set or quiz was assigned a letter grade for the purpose of establishing performance thresholds on assignments. ...
Specifications grading is a student-centered assessment method that enables flexibility and opportunities for revision. Here, we describe the first known full implementation of specifications grading in an upper-division chemical biology course. Due to the rapid development of relevant knowledge in this discipline, the overarching goal of this class is to prepare students to interpret and communicate about current research. In the past, a conventional points-based assessment method made it challenging to ensure that satisfactory standards for student work were consistently met, particularly for comprehensive written assignments. Specifications grading was chosen because the core tenet requires students to demonstrate minimum learning objectives to achieve a passing grade and complete more content of increased cognitive complexity to achieve higher grades. This strict adherence to determining grades based on demonstrated skills is balanced by opportunities for revision or flexibility in assignment deadlines. These options are made manageable for the instructors through the use of a token economy with a limited number of tokens that students can choose to use when needed. Over the duration of the course, a validated survey on self-efficacy showed slight positive trends, student comprehension and demonstrated skills qualitatively improved, and final grade distributions were not negatively affected. Instructors noticed that discussions with students were more focused on course concepts and feedback, rather than grades, while overall grading time was reduced. Responses to university-administered student feedback surveys revealed some self-reported reduction in anxiety, as well as increased confidence in managing time and course material. Recommendations are provided on how to continue to improve the overall teaching and learning experience for both instructors and students.
... It is recognized as a tool for classifying students' cognitive abilities (Bloom, 1956) and was originally developed by Benjamin S. Bloom in 1956. Its revision in 2001 demonstrated that it is a useful tool for teachers in setting learning goals, designing teaching strategies and assessing student performance (Anderson et al., 2001). The revised taxonomy is composed of two distinct dimensions: cognitive accumulation (factual, conceptual, procedural, and metacognitive) and cognitive procedures (remember, Factual knowledge pertains to discipline-specific information or essential knowledge required for problem-solving. ...
The aim of this study is to investigate the cognitive process dimension of the revised Bloom’s taxonomy in the question preparation of prospective primary school teachers in fourth grade Turkish and mathematics courses. This research is a descriptive study carried out following the survey model, one of the quantitative research methods. The study group consisted of 85 prospective teachers in their final year of the undergraduate programme in primary education at a state and foundation university in Turkey. The data were obtained through questions prepared by the prospective teachers through question preparation forms on Turkish and mathematics courses. These data were analyzed using the descriptive analysis method. The study concluded that the majority of questions prepared by prospective primary teachers in both courses were in the lower levels of the cognitive process dimension of revised Bloom’s Taxonomy (remember, understand and apply). It was found that the questions in the Turkish language course were mostly prepared in the remember and understand dimensions and in the mathematics course were mostly prepared in the apply and understand dimensions. In light of these results, it can be suggested that the preparation of high-level questions in terms of the revised Bloom’s taxonomy should be included more in undergraduate education.
... We advocate for the active engagement of students in crafting personalized queries aligned with their chosen subject matter. An effective strategy involves leveraging Bloom's Revised Taxonomy [1] to formulate precise learning objectives. Students can articulate these objectives in their vernacular and subsequently task a chat-based tool with rephrasing or rearticulating them employing taxonomy-specific terminology. ...
Over the last year, the ascent of Generative AI (GenAI) has raised concerns about its impact on core skill development, such as problem-solving and algorithmic thinking, in Computer Science students. Preliminary anonymous surveys show that at least 48.5% of our students use GenAI for homework. With the proliferation of these tools, the academic community must contemplate the appropriate role of these tools in education. Neglecting this might culminate in a phenomenon we term the "Junior-Year Wall," where students struggle in advanced courses due to prior over-dependence on GenAI. Instead of discouraging GenAI use, which may unintentionally foster covert usage, our research seeks to answer: "How can educators guide students' interactions with GenAI to preserve core skill development during their foundational academic years?" We introduce "AI-Lab," a pedagogical framework for guiding students in effectively leveraging GenAI within core collegiate programming courses. This framework accentuates GenAI's benefits and potential as a pedagogical instrument. By identifying and rectifying GenAI's errors, students enrich their learning process. Moreover, AI-Lab presents opportunities to use GenAI for tailored support such as topic introductions, detailed examples, corner case identification, rephrased explanations, and debugging assistance. Importantly, the framework highlights the risks of GenAI over-dependence, aiming to intrinsically motivate students towards balanced usage. This approach is premised on the idea that mere warnings of GenAI's potential failures may be misconstrued as instructional shortcomings rather than genuine tool limitations. Additionally, AI-Lab offers strategies for formulating prompts to elicit high-quality GenAI responses. For educators, AI-Lab provides mechanisms to explore students' perceptions of GenAI's role in their learning experience.
... Kraiger (2003) referenced influential conceptual work by Kraiger et al. (1993) and Kraiger (2002) as a foundation for understanding the multidimensional nature of learning. Another recent learning taxonomy can be found in Anderson et al. (2001). ...
... constructive alignment - Biggs, 1996) hlavných prvkov vyučovacieho procesu vo väzbe na vybrané taxonómie cieľov vyučovania (napr. Anderson et al.;Bloom, 1956Bloom, , 2001Krathwohl et al., 1964;Simpson, 1966). ...
Cieľom článku je zdôvodniť voľbu cieľov, obsahovej štruktúry a spôsobu pilotnej implementácie nových kurzov pre interných doktorandov a začínajúcich odborných asistentov na Ekonomickej univerzite v Bratislave a analyzovať ich vnímanie prvými účastníkmi kurzov z hľadiska zmysluplnosti a užitočnosti workshopovej časti týchto kurzov pre ich pedagogickú prax. Za účelom naplnenia druhého cieľa sme po pilotnej realizácii prvého semestra kurzov uskutočnili dotazníkový prieskum medzi ich účastníkmi s nadväzujúcimi cielenými rozhovormi s vybranými respondentmi. V príspevku uvádzame hlavné zistenia z vykonanej tematickej analýzy výpovedí respondentov v dotazníkoch a porovnávame ich vnímanie kurzov a workshopov s pôvodnými zámermi, s ktorými boli ich obsah a jednotlivé aktivity navrhnuté. Vyabstrahované hlavné výsledky a závery môžu byť inšpiráciou pre tvorcov pedagogických kurzov v rámci profesijného rozvoja vysokoškolských učiteľov aj na iných vysokých školách.
... Finally, Greene and Larsen (2018) proposed the concept of virtual andragogy as a framework that accounts for the potential of new technologies and virtual environments to serve the unique needs of adult students. The virtual andragogy framework is informed by Knowles's (1973) adult learning theory alongside Bloom's revised taxonomy (Anderson & Krathwohl, 2001), principles of constructivism, transformational learning theory (Mezirow, 1997), and the concept of communities of practice (Wenger, 1998). ...
Demand for online college degree options continues to increase in contrast to declining undergraduate enrollment. Historically, online education was sought by students who faced barriers to on-campus learning. More recently, online education has become a primary source of enrollment growth. Prior research has yielded conflicting results regarding differences in student outcomes between modalities. This study addressed a gap in the student success literature by assessing thriving among online learners. The Thriving Quotient™, a 24-item instrument that measures academic, interpersonal, and intrapersonal well-being, was used to examine the differences in thriving levels and pathways among a sample of 6,875 students from 35 institutions. Results of MANOVA and ANOVA indicated that online learners reported significantly higher thriving scores than on-campus learners; however, a factorial ANOVA revealed a significant interaction effect of age and modality. Adult online learners (over 23) were found to thrive at
significantly higher levels than their same-age on-campus peers and their younger
online and on-campus counterparts. When examining only traditional-aged undergraduates, no difference in thriving was observed between online and on-campus learners. Structural equation modeling with multiple-group analysis revealed significant differences in the pathways to thriving between the two groups. Distinct structural models accounted for 70% of the variance in thriving among on-campus learners and 93% among online students. Sense of community, faculty commitment to diverse students and perspectives, institutional integrity, and spirituality were the largest contributors to online students’ thriving. The study suggests implications for practice and policy to support thriving in online students and, specifically, adult learners. Recommendations include strategies to enhance sense of community online, such as incorporating cohort models and faculty training in online pedagogy.
... Preto sme sa aj v našom príspevku zamerali na príklady systémových úloh z organickej chémie (tab. I) určených na rozvíjanie vyšších kognitívnych procesov, ktoré sú hierarchicky usporiadané v rámci revidovanej Bloomovej taxonómie (ďalej RBT) 15 . ...
This paper builds on a previous one entitled “Systemic Tasks in the Teaching of Inorganic Chemistry” published in Chemické listy 9/2022, which explained the SATL method (Systemic Approach in Teaching and Learning), described the individual types of systemic tasks in inorganic chemistry, and provided examples. This paper aims to share examples of systemic tasks designed for teaching organic chemistry, which focus on developing higher-order cognitive processes. 89 teachers applied these systemic tasks in teaching 2136 second year grammar school students in the course of two school years (2019–2021). Upon verification, it was confirmed that systemic tasks enhanced students’ understanding of organic chemistry and contributed to the development of cognitive and scientific skills such as critical thinking, problem-solving, cooperation, argumentation, and result interpretation. The teachers involved in this research also provided their opinions on the pros and cons of this teaching tool in terms of motivation, deeper understanding, identifying misconceptions, and time requirements.
... The content challenge is intertwined with the deep learning challenge, as it is not simply about what material we present but how to present it in a way that ensures it is addressing desired learning outcomes, or skill development. According to Anderson and Krathwohl (2001) , deep learning comprises four levels of knowledge: factual, conceptual, procedural, and metacognitive; deep learning occurs when all four levels of knowledge are activated. In IR, activities such as model UNs and simulations are often cited as opportunities for deep learning ( Engel, Pallas, and Lambert 2017 ;West and Halvorson 2021 ;Pettenger, West, and Young 2014 ). ...
Several scholars have described our current political milieu as a time of crisis, disruption, and rapid change that presents various practical and theoretical challenges to the discipline of international relations (IR) and its pedagogical practice. The concept of signature pedagogies is one response that has emerged to respond to the changing needs of the discipline and the increasingly vocational approach to tertiary education. Many approaches identified as signature pedagogies in IR require preparation and lead-up time that make them difficult to apply rapidly to changing events in world politics as they occur. This article identifies inquiry-based learning as a strong model of adaptive and metacognitive learning that provides students with skills that can be readily applied to new problems and contexts. This enables instructors to draw directly on current events in world politics in a meaningful way that assists in providing students with the skills to address unfamiliar challenges in a rapidly changing world.
... The ultimate goal of environmental education is triggering behavioral change, although many conservation education projects achieve only the first step of Bloom's taxonomy of educational objectives [5]-i.e., an increase in knowledge [3,4]. It is often possible to reach the second level of Bloom's taxonomy and have an increase in understanding; thus, pupils can comprehend and interpret the concepts shared during conservation education activities (e.g., they are able to explain a concept in their own words) [6]. Many studies in developing countries high in biodiversity also only assess the short-term increase in knowledge (i.e., immediately after an intervention), and medium-to long-term evaluations are still relatively uncommon [3,[7][8][9][10][11][12][13]. ...
The main objective of environmental education is to promote pro-environmental behaviors; increasing knowledge and understanding are the first steps. Active learning plays a crucial role in increasing engagement levels and achieving positive behavioral development. We aimed to evaluate the effectiveness of a wildlife-friendly farming curriculum, including active learning, presented to 223 students aged 13–15 years from ten middle schools in Garut Regency, Indonesia, from June to September 2019. Using pre- and post-questionnaires, we found that knowledge retention and understanding increased if students completed an exercise that involved an active discussion with parents and if the class was engaged (monitored via WhatsApp groups) in an active learning experiment. Key concepts regarding wildlife-friendly farming, such as mutual benefits for wildlife and humans, the provision of ecosystem services by animals, and the use of organic farming, were more frequent if students discussed the program with parents or if they were engaged during the experiment. We found evidence that student engagement via active learning increased knowledge retention and understanding of wildlife-friendly farming. Similar approaches should be used to promote wildlife-friendly farming approaches from even younger ages and should be tested with other projects aimed at producing pro-environmental behaviors.
... To put it another way, in the pre-class self-directed learning stage, the teacher instructed students to adopt the ISSA-based flipped learning approach for knowledge reconstruction and reflective thinking. Then, students discovered the key questions and answers and further understood the learning content, which ensured that they could apply knowledge to solve problems and develop their analytical skills and creative ability (Airasian et al., 2001). As a result, instructional scaffolding, as the additional tools provided by the teacher before the class, could facilitate students' reflective thinking and improve their learning achievement (Lin et al., 2021). ...
Developing students’ scientific literacy is the most important educational goal and challenge of the 21st century. Many studies have confirmed that flipped learning has significantly impacted learning science. Researchers indicate that the lack of an appropriate learning guidance strategy in the pre-class stage for flipped learning will influence students’ understanding of learning content and affect in-class learning activities. In order to tackle this problem, the present study proposed a flipped learning approach based on identification, summarization, self-reflective questioning, and application (ISSA), further exploring the influences on students’ scientific literacy, communication tendency, problem-solving tendency, learning motivation, and cognitive load. In addition, the study used a true experimental design to assess the effectiveness of the proposed learning method, and 58 university students were recruited to participate in a natural science course. The experimental group (N = 29) adopted the proposed learning approach, while the control group adopted the conventional flipped learning approach. The results showed that the experimental group had higher scientific literacy, communication tendency, problem-solving tendency, and extrinsic motivation than the control group. The interviews showed that the ISSA flipped learning method could improve students’ understanding of the learning content. In particular, the process of peer interaction promoted their self-reflection and scientific literacy skills.
Objective
This study aimed to assess the knowledge of monkeypox infection among dental hygiene professionals and students in Saudi Arabia.
Methods
A cross‐sectional study was conducted among a convenience sample of dental hygiene professionals ( n = 259). The questionnaire was developed based on previous literature, and descriptive analysis and a Chi‐square test were performed.
Results
A total of 159 dental hygienists responded to the questionnaire. Results indicated that only 1.7% had good knowledge, 7.7% had moderate knowledge and 90.6% had low knowledge of the monkeypox outbreak. The mean knowledge scores varied among dental hygiene students, practitioners and faculty members. Significant group differences were observed for some questions ( p < 0.05).
Conclusion
Our study concludes that dental hygienists had moderate to low level of knowledge of the monkeypox infection and its implications for oral health and patient care, indicating a need for more education on the subject.
Schreiben an Hochschulen erfüllt mehrere Funktionen, eine wichtige ist die epistemische, also die der Wissenstransformation der schreibenden Person. Dieses Potenzial des Schreibens bedarf einer aktiven Nutzung und Anbahnung, zumal in Zeiten von Chatbots, die reproduktives Schreiben übernehmen. Der Vortrag widmet sich mehreren Fragen: Welche Formen des Schreibens sind für Wissenszuwächse vielversprechend? Welche Einbindungen des Writing-to-learn in der Hochschule sind nötig, auch aus propädeutischer Sicht? Welche Rolle spielen epistemische Kognitionen und kritisches Lesen beim epistemischen Schreiben? // Writing at higher education institutions serves several functions, an important one being the epistemic one, i.e., the transformation of knowledge of the person writing. This potential of writing requires active use and preparation, especially in times of chatbots that carry out reproductive writing. The talk addresses several questions: what forms of writing are promising for knowledge gains? What embedding of writing-to-learn in higher education is needed, including from a propaedeutic perspective? What role do epistemic cognitions and critical reading play in epistemic writing?
This study aims to analyze the cognitive level of school exam questions on Islamic Religious Education subjects based on Bloom's Revised Taxonomy. Bloom's Revised Taxonomy is used as an assessment framework to describe the level of cognitive complexity requested by each exam question. The research method used was content analysis of Islamic Religious Education question banks from several schools covering primary and secondary education levels. The results of the analysis show that most of the Islamic Religious Education exam questions still concentrate on lower cognitive levels such as remembering and understanding. Higher cognitive levels such as applying, analyzing, evaluating and creating are rarely found in these questions. This indicates a tendency to use questions that tend to ask students to remember and understand religious concepts, rather than encouraging critical and analytical thinking skills
Metodología, 38.—Objetivos, 38.—Instrumentos y validación, 39.—Proce- dimiento, 40.—Población y muestra, 40.—Resultados, 41.—Categoría Im- pacto, 41.—Categoría Propuesta educativa formulada, 42.—Categoría Currículum, 44.—Categoría Dinámica de enseñanza, 45.—Categoría TIC, 46.—Categoría Evaluación, 48.—Categoría Participación, 50.—Categoría Obstáculos y Facilitadores, 52.—Categoría Satisfacción, 53.—Categoría Diversidad, 54.—Discusión y Conclusiones, 55.
La innovación educativa está en auge en los últimos años, es continuo y repetitivo en el discurso, tanto en la literatura científica como en las experiencias que difunden las instituciones de enseñanza. Por tanto, es necesario acometer un análisis en profundidad para comprobar los procesos que siguen los centros educativos para cambiar su labor pedagógica, las intenciones que persiguen o los motivos que justifican sus planteamientos alternativos. Con objeto de responder al planteamiento general, ¿qué están haciendo los centros respecto a la innovación educativa?, este capítulo, analiza los procesos que se desarrollan en las propuestas innovadoras a través de las evidencias obtenidas en la administración de una escala derivada de la revisión de literatura y de las distintas reuniones de investigación en el marco del Proyecto I+D+i Anatomía del Cambio Educativo: las escuelas ante el reto de la innovación pedagógica, financiado por el Programa Operativo FEDER (Fondo Europeo de Desarrollo Regional) (UHU-1256182).
This study was qualitative research using content analysis that aimed to investigate to what extent high order thinking skills (HOTS) are incorporated in the reading exercises of English textbook for 11th graders and to describe how HOTS are incorporated in the reading exercises. This study used Bloom’s Revised Taxonomy (BRT) table and the table of description was used to examine 107 essay reading exercises that come after every reading passage in a textbook published by the Ministry of Education and Culture of Indonesia. The findings showed that (1) the HOTS in the reading questions were available in 50 questions (46,7%) while the LOTS were in 57 questions (53,3%). (2) The HOTS questions required students to analyze the storyline from the reading passage, to argue their opinion or judge if they liked the reading text, to assess their own knowledge as their awareness were raised or changed toward the topic, and the last to create a new ending of the story. The findings of this research are expected to be the references for teachers to check the incorporation of HOTS in the exercises before they give to the students.
Ever since the emergence of large language models (LLMs) and related applications, such as ChatGPT, its performance and error analysis for programming tasks have been subject to research. In this work-in-progress paper, we explore the potential of such LLMs for computing educators and learners, as we analyze the feedback it generates to a given input containing program code. In particular, we aim at (1) exploring how an LLM like ChatGPT responds to students seeking help with their introductory programming tasks, and (2) identifying feedback types in its responses. To achieve these goals, we used students' programming sequences from a dataset gathered within a CS1 course as input for ChatGPT along with questions required to elicit feedback and correct solutions. The results show that ChatGPT performs reasonably well for some of the introductory programming tasks and student errors, which means that students can potentially benefit. However, educators should provide guidance on how to use the provided feedback, as it can contain misleading information for novices.
Identification and measurement of learning outcomes is a developing approach to higher education used to evaluate and improve its quality. The aim of this study was to identify and categorize the learning outcomes of undergraduates in the field of educational sciences. For this purpose, a qualitative approach and a systematic plan of grounded theory at the level of conceptual ordering have been used. In this study, several data collection sources including the curriculum of the undergraduate course of educational sciences approved in 2016 and the views of key experts including faculty members of the University of Tehran, employers of related jobs, and undergraduates of the University of Tehran were used. Qualitative data collection was performed through semi-structured in-depth interviews and with a snowball sampling strategy. Data saturation was obtained with 37 interviews. Analysis of qualitative data was performed using software MAXQDA2018 and Strauss open coding and led to the identification of learning outcomes in 4 categories "cognitive", "skill", "mental-emotional" and "social". The findings of this study can be a basis for multiple applications such as curriculum development and revision, tool designing, and quality assessment of learning outcomes to improve and ensure the quality of teaching-learning activities in higher education.
Based on data from the Central Statistic Agency (2022), the percentage of adolescents ages 20-24 who were married before 18 of age has decreased, from 10.5% in 2020 to 9.23% in 2022 in Indonesia but increased in DKI Jakarta, from 1,45% in 2020 to 4,68% in 2021. The PIK-R program is a program from, by, and for youth which was created to reduce the number of adolescent marriage cases. Hopefully, the risk caused by adolescent marriage can be avoided. So, this study aims to see the willingness of adolescents to play a role actively in this program before and after education about PIK-R is given. This study used a Quasi Experiment method without a control group with One Group Pre-Test and Post-Test approach. The data is primary data collected using a questionnaire instrument which is distributed to the respondent before and after the intervention is given. The analysis of this study uses Paired Samples T-Test. The samples of this study are 100 Students of the 3rd class majoring in office and accounting at Vocational School IP Yakin Jakarta with inclusion and exclusion criteria. The study results are most of the students’ knowledge about PIK-R, their perspective that PIK-R was important, agreement that PIK-R is held in School, and their willingness to participate actively in the PIK-R program are increased after being given education about PIK-R. The conclusion is the willingness of people to accept and apply something new is needed for introduction, learning to be remembered, understood and then applied.
The success of an institution that produces its graduates is seen from the extent to which graduates can practice knowledge in their fields in society. Therefore, to see to what extent graduates of the Islamic Communication and Broadcasting study program, Faculty of Dakwah and Communication Studies, UIN Syarif Hidayatullah Jakarta can benefit society, it is necessary to carry out tracking (Tracer Study). This alumni tracking seeks information regarding the whereabouts of graduates. It is difficult to know the number of graduates absorbed in the world of work. The suitability of graduates' work fields cannot be known, as well as the abilities of graduates from the point of view of users (stakeholders). Therefore, this research was conducted. The main findings are the perceptions of alumni from the Islamic Communication and Broadcasting Study Program with Stakeholders regarding the suitability of the curriculum in the world of work that is not optimal according to the profile of graduates. A professional certificate is required for KPI Study Program graduates issued by UIN Syarif Hidayatullah Jakarta along with trade involving collaborations such as the Ministry of Manpower and the Ministry of Communication and Information. In fact, only graduates from the class of 2015 are the first to receive a diploma companion, which is called a Diploma Companion Certificate (SKPI). Based on gender, it was found that the alumni of the Islamic Communication and Broadcasting Study Program (KPI) of the Faculty of Da'wah and Communication Sciences of UIN Syarif Hidayatullah Jakarta alumni from 2011 to 2015 received 59.47% for males and 67.53% for females. Respondents who have not worked amounted to 13 people or the equivalent of 13 percent, and those who have worked amounted to 113 people or the equivalent of 90 percent. The variations in the work of alumni of the Islamic Communication and Broadcasting Study Program, Faculty of Da'wah and Communication Sciences, UIN Syarif Hidayatullah Jakarta, Class of 2011 to 2015, consist of three major groups, namely working in private agencies, government agencies, and entrepreneurs or self-employed.
The need to virtually collaborate across distributed locations has drastically increased. Developments such as the COVID-19 pandemic and new IT platforms like the metaverse have spurred a host of new immersive social applications that are accessed through head-mounted displays. This is expected to stimulate a surge in research on Extended Reality-supported Collaborative Learning (XRCL) which refers to distributed collaboration situations where immersive technology such as head-mounted displays are used as a medium for collaborative learning. The primary aim of this article is to critically examine the potential pedagogical benefits and limitations of using XRCL with the objective of developing a theoretical framework that describes the fundamental factors that make immersive collaborative learning unique: the Theory of Immersive Collaborative Learning (TICOL). In TICOL, we propose that technological features, social affordances, and pedagogical techniques can foster four psychological factors that we define as fundamentally different in XRCL compared to collaboration that occurs through traditional systems (e.g., laptops): social presence, physical presence, body ownership, and agency. These are central factors that we hypothesize can transform the processes and contexts of collaboration through their influence on the quality of cognitive and socio-emotional social interaction, the social space, and ultimately learning outcomes. Since XRCL research is in its infancy, we hope that TICOL can provide a theoretical basis for developing the field by motivating researchers to empirically challenge and build on our hypotheses and ultimately develop a deeper understanding of if and how immersive media influences collaborative learning.
Digitalisation places new demands on the early childhood education and care (ECEC) workforce to navigate the care and well-being of children in the digital age. This literature review examines frameworks for digital competencies (DC) in education, with a focus on ECEC, as well as variation in DC requirements for ECEC staff with different responsibilities. It explores strategies for a successful integration of DC in ECEC workforce development programmes. The review shows there has been limited research and policy support regarding the development of DC in ECEC and discusses the importance for the ECEC workforce to understand how digital technologies may be incorporated to their work, encompassing both technical aspects and responsible use, as well as the social and collaborative dimensions of professional development in this area. The review examines also how attitudes towards technology use with young children condition skills development in the sector.
Discussions about educational standards in teaching at different levels in school dominate the policy of education all over the world. Teaching mathematics is located in center stage prototypically, Austria (bifie 2012) with highly differentiated aims on record.
The general orientation by competencies (which means by sustainable knowledges and abilities of students) becomes / will become the new challenge for modern scientific mathematics teacher education. The text is mainly influenced by the experiences I made at the bifie (= Institute for Research of Education, Innovation and Development of the Austrian School System) as a scientific advisor for the new competence – oriented final examination in higher vocational schools for the elapsed two years.
Named after Imam Al-Ghazali, a prominent and influential Muslim scholar during his time, the Al-Ghazali's Dialogue: English Communication is a subject created specifically to emphasize on building students' communicative abilities in the English language where they can discuss, argue, and defend their thoughts based on selected case studies. The subject was introduced to address an important call made by the Ministry of Education through the Introduction of the English Language Roadmap which aims at producing not only students who are confident communicators, but to also integrate leadership skills in the teaching of languages at present (National Education Blueprint: The English Language Roadmap, 2019). In addition to the ability of students to develop their leadership, problem solving and presentation skills, with the incorporation of Aqli and Naqli, this paper offers a comprehensive review of the effectiveness of the subject by relating it to two core concepts which has been explored extensively including; Case-based learning as well as Critical Thinking skills. The paper outlines the effectiveness of the subject in terms of its relevance towards these two core concepts by actively citing previous reseaches and studies. The paper also further explores a specifically designed framework and how this proposed framework supports all three concepts discussed effectively:Communicative Language Teaching, Case-Based Learning and Critical Thinking Skills.
ResearchGate has not been able to resolve any references for this publication.