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The new Bloom's taxonomy: An overview for family and consumer sciences
Abstract
Educators today struggle with the design and implementation of standards- based curriculums, authentic assessments, and accountability programs. Since publication of Bloom's Taxonomy of Educational Objectives in 1956, numerous changes have occurred in our culture that influence how we think about and practice education. New knowledge of how students learn as well as how teachers plan lessons, teach learners, and assess learning has been incorporated into a revision of Bloom's Taxonomy of Education Objectives. This revision is being incorporated into Career and Technical Education as well as K-12 education in several states. The Family and Consumer Sciences literature provides little published information about the Revised Bloom's Taxonomy (RBT) and its use. Family and Consumer Sciences professionals should become familiar with the new model used for designing, teaching, and assessing education to determine its application for their work. For over fifty years, Family and Consumer Sciences teacher preparation programs have provided students the framework of Bloom's Taxonomy to categorize subject matter content into learning objectives. Leaving their curriculum and methods classrooms, college students' heads would be spinning with terms such as "cognitive", "psychomotor," and "affective," and their notebooks filled with verb lists for each domain. They would retreat to their desks, tasked with developing educational units and creating terminal and enabling objectives leading to measurable outcomes. Bloom's Taxonomy is a familiar tool of educators. Although named after Benjamin Bloom, the taxonomy was actually the work of the many individuals hired to help manage the influx of veterans into the education system following World War II. Discharged soldiers, home from fighting World War II, were eligible for the GI education stipend, which paid college tuition, textbook fees, living expenses, and support for the ex-soldier's dependents. The GI stipend enabled many World War II veterans to attend college, flooding campuses with new students even though few new faculty members were hired to educate this deluge of students. In recognition of the life experiences of these veterans, the concept of "credit-by-examination" was developed with support from the Department of Defense (DOD). Even today, the DOD influences education with a program known as Defense Activities for Non-Traditional Education Support (DANTES). The DOD through DANTES (Troops to Teachers, n.d.) supports the "Troops to Teachers" program, which facilitates preparing retiring military personnel to become teachers. The work that eventually became the Taxonomy of Education resulted from the collective efforts of many including the psychology graduates hired to design, administer, and score tests for college-credit-by-examination, hence their title of "Examiners." The Examiners first met formally following the annual meeting of the American Psychological Association (APA) in 1948. They continued to meet after the annual APA conventions to further their discussions of ways to define and structure intellectual content. They were attempting to make sense of the
... There are four kinds of knowledge that are necessary to solve problems (Pickard 2007), namely factual, conceptual, procedural and metacognitive knowledge. ...
... Factual knowledge is basic information that learners must have regarding a subject to solve a problem (Pickard 2007). This includes terminology related to the subject, discrete facts, and basic elements. ...
... Conceptual knowledge refers to knowledge regarding the interrelationships amongst the basic elements and includes knowledge of classifications and categories, knowledge of principles and generalisations, and knowledge of theories, models and structures (Anderson and Krathwohl 2001). To be able to solve a problem, learners must have acquired the ability to recognise relationships between the basic elements involved, explain the kind of relationship and its relevance with regard to the problem to be solved, and apply the relationship in the problem-solving process (Pickard 2007 ...
This book was written by lecturers in Computers Science Education from three different universities in South Africa. It is a methodological guide to effective teaching of the school subjects IT and CAT. It is an easily understandable, practical guide aimed at student teachers in IT and CAT, but will also assist IT and CAT teachers in their strive to improve their teaching. Activities and assignments are included to assist students in the acquisition of skills and to guide facilitators in the assessment of the outcomes.
... Benzer şekilde, yapılandırmacı yaklaşım, öğrencilerin anlamlı öğrenmeye ulaşmak için bilişsel süreçleri nasıl gerçekleştirdiklerini açıklar. Bu bağlamda YBT'nin bilişsel süreç boyutu, öğrencilerin bir öğrenme ortamındaki bilişsel ve üstbilişsel etkinliklerini yansıtır (Pickard, 2007). Bilişsel süreç boyutu basamakları aşağıda özetlenmektedir (Scully, 2017;Jideani & Jideani, 2012;Pickard, 2007): Hatırlama: Daha önce öğrenilen bilgileri hatırlama ve geri çağırma. ...
... Bu bağlamda YBT'nin bilişsel süreç boyutu, öğrencilerin bir öğrenme ortamındaki bilişsel ve üstbilişsel etkinliklerini yansıtır (Pickard, 2007). Bilişsel süreç boyutu basamakları aşağıda özetlenmektedir (Scully, 2017;Jideani & Jideani, 2012;Pickard, 2007): Hatırlama: Daha önce öğrenilen bilgileri hatırlama ve geri çağırma. Bu seviyedeki ilgili bilişsel süreçlerin örnekleri tanımlama, kopyalama, listeleme, ezberleme, hatırlama ve tekrarlamadır. ...
... Kavramsal bilgi: Belli bir konu alanındaki bilgi parçacıklarının aralarındaki sistematik ilişkinin nasıl kurulduğu, yapılandırıldığı ve organize edildiği bilgisidir. Bilgi formlarının bir aradaki işlevsel yapısı hakkında bireylerin sahip olduğu bilgiler bütününü şemalar, bilişsel, psikolojik modeller ve kuramlar temsil eder (Pickard, 2007). Bir disiplinde uzman kişilerin olgu ve olaylar hakkında düşünme şekilleri, disiplin bilgileri ya da bilimsel açıklamaları kavramsal bilgiyi ifade eder (Şimsek, 2019). ...
Bu çalışmanın amacı, 2020-2021 eğitim-öğretim yılında Milli Eğitim Bakanlığı tarafından okutulması uygun görülen 5, 6, 7, 8. sınıf fen bilimleri ders kitaplarındaki ünite sonu değerlendirme sorularını, Yenilenmiş Bloom Taksonomisi’nin bilgi ve bilişsel süreç boyutuna göre incelemektir. Çalışmada, nitel araştırma yöntemlerinden doküman incelemesi yapılmış ve içerik analizi gerçekleştirilmiştir. Verilerin toplanması ve analiz edilmesi sürecinde MEB, Talim Terbiye Kurulunun 18.04.2019 tarih ve 8 sayılı kararıyla kabul edilen, Ortaokul ve İmam Hatip Ortaokulu Fen Bilimleri 5, 6, 7 ve 8. sınıf ders kitaplarından yararlanılmıştır. Çalışmanın sonucunda sınıf düzeyleri fark etmeksizin ders kitaplarındaki ünite sonu sorularının bilişsel süreç boyutunda alt düzey bilişsel basamaklarda yoğunlaştığı ve yaratma basamağında hiç soruya rastlanmadığı belirlenmiştir. Ünite sonu sorularının çoğunlukla olgusal bilgi ve kavramsal bilgi boyutunda olduğu görülmüştür. Üst bilişsel bilgi basamağında soruya rastlanmamıştır.
... One of the Lesson planning taxonomies of cognitive levels that is often used for the development of lesson objectives is Bloom' s taxonomy with knowledge, comprehension, application, analysis, synthesis and evaluation as its six cognitive levels. The Revised Bloom' s taxonomy also has six stages, namely remember, understand, apply, analyse, evaluate and create, but these are viewed as a cognitive processing dimension instead of a cumulative hierarchy (Pickard 2007). Another known taxonomy is that of Marzano (Intel 2012) with knowledge retrieval, comprehension, analysis and knowledge utilisation as its components, where each process is composed of all the previous processes. ...
... However, instead of considering all three in the same taxonomy, he developed one for the cognitive domain only. The original taxonomy of cognitive levels was revised and the six cognitive levels of this taxonomy are described below from the simplest to the most complex (Pickard 2007), each with appropriate action verbs and an example of a lesson objective on that cognitive level. You will find that some verbs appear in more than one level, which is possible depending on how it is used in a question. ...
This book was written by lecturers in Computers Science Education from three different universities in South Africa. It is a methodological guide to effective teaching of the school subjects IT and CAT. It is an easily understandable, practical guide aimed at student teachers in IT and CAT, but will also assist IT and CAT teachers in their strive to improve their teaching. Activities and assignments are included to assist students in the acquisition of skills and to guide facilitators in the assessment of the outcomes.
... Several scientists have conducted studies on ways to improve critical thinking, analysing students' personalities, especially in connection with the development of higher-level thinking skills (King et al., 2011;Krathwohl, 2002;Lopez & Whittington, 2001;Lucas, Spencer & Claxton, 2012;Miri, David & Uri, 2007;Pickard, 2007;Yee et al., 2011;Yunos et al., 2010), technical literacy (Avsec & Janez, 2018;Loveland, 2019;Schooner et al., 2017), and the skills needed to solve technical problems (Garmire & Pearson, 2006;Ingerman & Reed, 2011). They have arrived at a common conclusion on the importance of the role of teachers in improving students' critical thinking skills but did not pay much attention to particular teaching strategies. ...
... Critical thinking is implicitly present in the majority of activities in technological education -for example, in activities that involve experiments, in designing products (from one's imagination or according to a particular blueprint), in problem solving (Schooner et al., 2017), judging the functionality and quality of products, analysing tasks, and interpreting data. Although the importance of improving HOTS in teaching technological subjects has been publicly declared and is supported by data in many studies (King et al., 2011;Krathwohl, 2002;Lopez & Whittington, 2001;Lucas, Spencer & Claxton, 2012;Miri, David & Uri, 2007;Pickard, 2007;Yee et al., 2011;Yunos et al., 2010), this area remains underexplored (Heong et al., 2011). ...
This research study examines the issue of the implementation of strategies for developing students’ critical thinking skills in technical subjects at primary and secondary vocational schools, with a focus on cognitive, interpersonal, technical, and communication skills. Multivariate significance tests identified several significant factors — personal and professional teacher characteristics and characteristics of a school (age, gender, length of teaching experience, education degree, work position, establisher, location, and stage of education) — that influence the implementation of developmental strategies. The study focuses on Slovakia, whose education system is typical of post-communist countries, so its results are applicable to other education systems with the same context.
... In 1956, and after several meetings, the committee developed an inaugurated a taxonomy of educational goals and represented a triangular-shaped diagram illustrating education attainments in six levels of knowledge complexity. The lowest three levels, knowledge, comprehension, and application, while the upper three levels, analysis, synthesis, and evaluation, are named the old Version 1 dimension [2]. Fig. 1 [3]. ...
... Old Version -1 Dimension[2]. ...
The study addresses the subject of Bloom’s Taxonomy as a tool to optimize course learning outcomes (CLO’s) and the assessment of architecture courses. Bloom’s Taxonomy is considered the most applied Taxonomy used in the engineering field.
The paper presents an overview of Bloom’s Taxonomy, the revised edition (New Version- 2 Dimensions: cognitive Process Dimension and Knowledge Dimension), and its components. The documentation process for course files, which include all course data used in the assessment stage. Also, the definition of the course objectives and how to optimize Course Learning Outcomes (CLO’s) with the international accreditation criteria (SPC’s) Student Performance Criteria (NAAB accreditation criteria as an example). It also illustrates the preparation of blueprints as a hypothetical matrix for assessments of both tests and assignments according to the set CLO’s. The study based on gained experience during my cooperation in preparation for both (RIBA) Validation for the architecture program at the Faculty of Architectural Engineering, Beirut Arab University, Lebanon, 2011-2015, and (NAAB) Accreditation for architecture program at the College of Architecture and Design, at the Jordan University of Science and Technology, 2017-2020.
In conclusion, applying the revised Bloom’s Taxonomy is essential in preparing course learning outcomes and
assessment.
... To collect the required data, the researcher designed a scale that encompassed (30) questions involving the different levels pertinent to reading comprehension: Literal level, interpretive level, critical level and creative level [35]. The scale was developed according to Bloom's Taxonomy theory [50]. It involved six dimensions, namely, retention, comprehension, application, analysis, evaluation, and creation. ...
This study aimed to investigate the impact of using Mentimeter on enhancing the reading comprehension skills of tenth-grade students in Palestine. The researcher used an experimental design and the random cluster sampling method, with two groups tested: experimental and control (40 students each). To collect data, a scale of 30 paragraphs was designed to measure students’ reading comprehension skills based on Bloom’s Taxonomy theory. It includes 30 paragraphs distributed over six dimensions, namely: retention, comprehension, application, analysis, evaluation, and creation. After the students answered the scale, the test was corrected, with each dimension given 10 points, and then the data was analyzed using t-test. The results showed that Mentimeter increased average reading comprehension scores by 28%. Therefore, investing the Mentimeter platform in teaching helps create an interactive educational environment within the classroom and, hence, contributes to enhancing the outcomes of teaching the Arabic language. The researcher recommended more initiatives to draw the attention of Palestinian educational policymakers to the importance of education digitization, particularly in language teaching. Moreover, the researcher recommended conducting further studies with a larger sample size and variations in educational contexts to strengthen the findings of this research.
... The pedagogical leveling is made according to Bloom's taxonomy (Kämppi and Rathod, 2020). Bloom's taxonomy defines how a learning process can be designed to be progressive (Pickard, 2007). The learning objectives focus on cybersecurity terminology, concepts, threats, security controls, and best practices, so most of the learning is on remembering and understanding. ...
Universities are increasingly pressured to work more efficiently with fewer resources while maintaining their relevance to the workforce and high educational quality. These demands are even higher in cybersecurity because the work-life indicates a competent workforce gap, and the availability of qualified instructors and educators is limited. As a solution, Laurea University of Applied Sciences piloted an online, LEAN-based, 5 ECTS introductory-level cybersecurity course in 2020, optimizing the use of resources based on industrial LEAN practices. The course was structured around the industry-relevant CompTIA Security+ competency framework, and instructors utilized third-party materials as much as possible, including videos, e-books, relevant internet sources, and CTF exercises. In practice, the teachers shifted from traditional content creators to instructors, focusing on pedagogical design, assessment, counseling, and tutoring. Now, four years later, this model is still in use, allowing for a deeper examination of its long-term performance. This study focuses on the same course structure as in 2020 but closely examines eight implementations offered between 2022 and 2024 implementations involving 550 students. The study applies quantitative and qualitative research approaches to relevant research metrics, including student pass rates, grade distributions, student feedback, and teacher observations. The results are promising, and the longitudinal research presented shows that LEAN-based online studies can be designed to be resource-efficient, work-life relevant, and engaging for students. However, LEAN-based online studies could lose a sense of community due to individual studies and a high automation rate. Additionally, complex tasks, like CTF exercises, still require teachers’ guidance and feedback.
... For Krathwohl (2002), Bloom's taxonomy primarily focuses on cognitive skills, neglecting other vital domains like affective and psychomotor skills. Pickard (2007) believes that teaching these days is integrative. As such, having a structured hierarchy does not benefit students. ...
This study reviews existing taxonomies and proposes a new educational taxonomy that fulfills the educational needs of the current era, the information and Artificial Intelligence (AI) era. The review of previous educational taxonomies revealed that although they provide insights into establishing educational objectives and learning outcomes, they still need to address recent changes and challenges in learning processes. To (1) integrate the new realities into the landscape of learning (i.e., Education for sustainable development (ESD), soft skills development, and AI), (2) maintain the classroom as the formal venue for learning, and (3) strengthen the position and role of instructors as facilitators, a new six-category twofold hierarchy-based taxonomy is proposed (AlAfnan Taxonomy): (1) Knowledge and Comprehension, (2) Synthesis and Evaluation, (3) Ethical and Moral Reasoning, (4) Application and Strategic Thinking, (5) Creativity and Innovation, and (6) Lifelong Learning and Adaptability. The taxonomy begins with foundational levels of 'Knowledge and Comprehension' stressing the importance of understanding fundamental realities and concepts within specific fields. Then, it addresses the importance of 'Synthesis and Evaluation' as essential and crucial skills for navigating an information-rich world. 'Ethical and Moral Reasoning' highlights the significance of ethical decision-making, moral frameworks, and culture-based diversity. Further, the taxonomy introduces 'Application and Strategic Thinking', emphasizing the practical use of knowledge in real-world scenarios and the ability to devise long-term plans. 'Creativity and Innovation' are essential drivers of progress in an era characterized by rapid technological advancements encouraging learners to explore novel solutions and approaches. Lastly, 'Lifelong Learning and Adaptability' underscores the necessity of continuous learning and flexibility in response to evolving circumstances, ensuring students and graduates remain competitive and relevant throughout their lives. By nurturing a multifaceted skill set encompassing critical thinking, ethical awareness, practical application, creativity, and adaptability, this taxonomy aims to equip learners with the necessary tools to excel in a dynamic and complex world, making it indispensable for modern education.
... Bloom's Taxonomy has been proposed as the supporting pedagogical framework as it can be used to ensure that the right didactics are used depending on the six cumulative levels of learning. Moreover, the revised Bloom's taxonomy can be used to improve student reflection and learning [4], [62]. The application of the different levels of the revised Bloom's Taxonomy is closely connected to the Evolving Didactics [4]. ...
... The goal of all engineering education is for students to learn and retain the material to a sufficient extent that they can apply their knowledge in novel situations. 5 Challenging students to learn to this level has become more problematic as anxiety levels have risen to epidemic levels with the corresponding grade inflation students have come to expect. [6][7] Averill et al wrote: ...
... Conceptual knowledge means knowledge of theories, models or structures relevant to the field of science. Procedural knowledge is a knowledge expressed in individual activities, which can be used for successful problemsolving by applying various algorithms, techniques and methods (Pickard, 2007). In the case of metacognitive knowledge that refers to knowledge about one's own cognition, there are two types of relationships. ...
The taxonomies that contributed to the cognitive revolution are an important starting point for the interpretation of knowledge. The aim of this article is to analyses Bloom's and related taxonomies in terms of transferable skills from a cognitive to a digital revolution. Benjamin Bloom published his taxonomy in 1956, in which he developed the classification of cognitive objectives, among others. In Bloom's taxonomy, transferable skills appear only indirectly in relation to the application of knowledge in new situations. However, de Block has already considered transfer ability of knowledge an aspect of learning objectives. In the SOLO taxonomy, transfer is accomplished at the relational and extended abstraction levels, when critical thinking and the generalization of the structure are in focus. Later, in Bloom's revised taxonomy, the meanings of each development level were expanded, emphasizing problem-solving skills in higher-order thinking. In today's unfolding digital revolution, collaboration is crucially important, which appears in the digital age learning matrix and also in the digital taxonomy. Consequently, transferable skills as general skills that must be also important among the higher educational objectives that can increase employees' chances to get non-matching jobs compared to their special degrees.
... For this reason, critical thinking has become one of the important skills that should be taught to students in schools (Yılmaz, 2021). Several researchers have conducted many studies related to critical thinking, improving students' skills and developing their thinking skills (King, Goodson, and Rohani, 2011;Krathwohl, 2002;Lopez and Whittington, 2001;Pickard, 2007;Yee, Widad, Jailani, Tee, Razali and Mohaffyza, 2011;Yunos, Kiong, Heong, Mohamad, Mohamad and Othman, 2010). ...
The purpose of this study is to determine the level of relationship between the attitudes of 3rd-grade primary school students toward Life Studies lessons and their critical thinking tendencies. The correlational survey model, which is one of the quantitative research methods, was used in the research. The sample of the study consists of 401 "3rd-grade students" in the academic year 2021-2022. The study group was selected using the convenience sampling technique. "Life science lesson and students' attitudes scale" and "Critical thinking tendency scale for primary school students" were used to collect research data. The data obtained from the scales were analyzed using SPSS 22.00 statistical software. Normality distributions were examined to determine the test techniques to analyze the data. For this purpose, Kolmogrov-Smirnov, histogram graph, skewness, and kurtosis values were examined. As a result of the research, it was observed that the critical thinking tendencies of the 3rd-grade primary school students were higher than the attitudes of the Life Studies lesson and there was a low level, positive and significant relationship between them.
... Advanced thinking is considered as a scaffold for students to think about job questions and their answers. This is different from the typical methods or questions that students try to formulate teacher answers in class (Pickard, 2007). ...
The teaching of mathematics is used by several methods; one of them is the cooperative learning jigsaw method to improve the student's higher ordered thinking skills. The study intended to investigate that how the jigsaw method is effective on higher-order thinking skills in the subject of mathematics at the elementary level. The major objectives of the study were; to understand the result of the jigsaw method on students' analysis skills, to examine the effect of the jigsaw method on the assessment of students' abilities, to explore the outcome of the jigsaw method on the creation of students' skills. The hypothesis used that there is no significant difference between the mean score of the experimental group and control group on analyzing, evaluating, and creating skills of the students. The sample of the study consist of 60 elementary school science students of Grade VIII in the subject of mathematics of two groups, 30 in the control group and 30 in the experimental group. The study was experimental and a Pre-test-Posttest control group was used as the study design. Purposive sampling was used for the selection of the samples. Data were analyzed by using SPSS-22, T-test was used to compare student pre-test and post-test. The major results of the study were; the jigsaw method is more effective than the traditional method because the learning effect in a stimulating environment has an eternal influence on the learning process of students. In the classroom, students use the jigsaw method to stimulate their enthusiasm and actively participate in classroom teaching because the jigsaw method creates a positive learning environment in the classroom.
... YBT, iki boyutlu bilişsel yapı olarak tasarlanmıştır (Krathwohl, 2002). Bu tasarımın amacı bilişsel alan, psikoloji alanı, öğrenme alanı ve ölçme değerlendirme alanındaki gelişmelere cevap verme çabası olarak görülmektedir (Pickard, 2007). Bloom' un Revize Edilen Taksonomisinde isim yapısı bilgi boyutuyla, yeterlik ve eylem yapısını bildiren basmaklar ikinci boyut olan bilişsel süreçler şeklinde yeniden adlandırılmıştır (Anderson, 2005). ...
Bu çalışmanın amacı, 2015- 2020 yılları arasında ulusal düzeyde gerçekleştirilmiş olan ortaöğretime geçiş sınavlarındaki fen bilimleri dersi sorularının MEB kazanımlarına, PISA yeterlik seviyelerine ve Yenilenmiş Bloom taksonomisine (YBT) göre analizini ortaya koymaktır. Bu amaç eşliğinde, nitel araştırma metotlarından olan doküman analizi ile veriler toplanmıştır. Elde edilen veriler, önceden süregelen kategori veya boyutlar gözetilerek özetlenmesi ve yorumlanmasına dayalı betimsel analizi ile çözümlenmiştir. Araştırmada 2015-2020 yılları arasında yapılan ortaöğretim geçiş sınavlarında sorulan fen bilimleri soruları, 2013 ile 2018 senelerindeki fen bilimleri dersi öğretim programı doküman olarak kullanılmıştır. Araştırmaya dahil edilen TEOG sınavları kapsamında 80, LGS sınavları kapsamında 60 fen bilimleri dersi sınav sorusu bulunmaktadır. 2013 senesi Fen Bilimleri Öğretim Programında, 8. sınıfta ise 78, 2018 yılı Fen Bilimleri Dersi Öğretim Programında ise 8. sınıfta 61 tane kazanımın olduğu belirlenmiştir. Araştırma kapsamında 140 fen bilimleri sorusu ve bu sorulara karşılık gelen 128 kazanım betimsel analiz kullanılarak çözümlenmiştir. Araştırmanın sonuçları 2015-2020 yılları arasında ulusal çapta düzenlenen ortaöğretime geçiş sınavlarında sorulan MEB kazanımları ile uyumlu olduğuna işaret etmektedir. Bunun yanı sıra soruların PISA yeterlik düzeyleri bağlamında 2. ve 3. Düzeylerde yoğunlaştığı tespit edilmiştir. 2015-2020 yılları arasında sorulan fen bilimleri dersi sorularının Yenilenmiş Bloom taksonomisinin kavrama bilgi boyutu, anlama ve uygulama biliş düzeyinde yoğunlaştığı saptanmıştır. Araştırmanın sonuçları bağlamında; ulusal sınavlarda YBT’ye göre işlemsel ve metabilişsel bilgi düzeyinde, uygulama ve çözümleme biliş düzeyinde soruların sayılarının arttırılması önerilmektedir. Yine ulusal sınavlarda PISA yeterlik seviyelerine göre üst düzey soruların temsilinin arttırılması önerilmektedir.
... Analyzing -Breaking material into its constituent parts and detecting how the parts relate to one another and an overall structure or purpose 5. Evaluating -Making judgments based on criteria and standards 6. Creating -Putting elements together to form a novel, coherent whole or make an original product Bloom's taxonomy has been successfully applied for designing curricula and learning objectives, material development, and also assessment and evaluation in a variety of disciplines including teaching and learning English, mathematics, music, online education, etc. (examples are Anthony, 2007;Chyung & Stepich, 2003;Crews, 2010;Garekwe, 2010;Gegen, 2006;Hawks, 2010;Larkin & Burton, 2008;Plack et al., 2007;Valcke, et al., 2009). Not only Bloom's Taxonomy but his Revised Taxonomy has been used in different fields (examples are Canon & Feinstein, 2005;Hanna, 2007;Pickard, 2007;Wheeler, 2007). Almost all these studies have proved the applicability and efficiency of Bloom's Taxonomy in different fields. ...
In many countries, translation training is provided in the form of certificate and degree programs. Those who do not choose to pursue a degree (but are interested in translation as a source of income) enroll in certificate programs and acquire the fundamentals of translation in a rather shorter amount of time. Compared to degree programs, certificate programs have the great advantage of meeting market needs where an unlimited number of pages are waiting to be translated by a limited number of (human) translators. Iran is a country that, despite its great potential to recruit many translators, lacks such certificate programs. To fill the gap, a modular curriculum for translation training in Iran was designed. As learning and translation are intertwined cognitive processes, the researchers chose to link Bloom’s learning objectives with Chesterman’s domains of translation skill development. Finally, a modular curriculum was proposed to be tested in the context of Iran. The researchers believe that, with a few adaptations, this curriculum can be used in different contexts. Keywords: translation, training, Bloom, curriculum, competence, Iran
... The concept of critical thinking and associated skills are essential components of the classification levels in Bloom's taxonomy of learning domains, which provides a basis for classifying learning outcomes and objectives in academic education and beyond (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). Comprising three overlapping domains (the cognitive, psychomotor, and affective), this taxonomy provides a means to express a range of intellectual skills and abilities and to organize thinking skills into six levels (Pickard, 2007). From the most basic level of thinking to levels that are more complex, the six levels were identified as: ...
Published in the 'All Ireland Journal of Higher Education' October 2022
Developing deep approaches to learning can enhance students' engagement with academic material and result in improved analytical and conceptual thinking skills. A deep approach to learning occurs when students engage meaningfully with key concepts to gain meaningful knowledge and skills. Understanding how students learn can provide a firm basis for the most effective means of teaching and assessment. Consistent with calls for improvements to the pedagogy for higher research degrees, this study introduces changes to the learning environment for postgraduate research students in an interdisciplinary journal club and reports on the observed effects of the changes. We consider postgraduate students' views and experiences of learning in an interdisciplinary journal club and the outcomes of the new taught component introduced. Pre-to-post intervention data were analysed to determine students' self-assessed knowledge regarding study design and interpretation. In addition, the revised Study Process Questionnaire (R-SPQ-2F) was used to assess changes in students' deep and surface approaches to learning across the course of the intervention. Qualitative descriptive text data were also analysed using observations from the journal club and appraisals of research papers. The findings point to greater awareness of knowledge gaps, actual research knowledge, an increase in deep approach and a decrease in surface approach to learning for some students. It is concluded that the journal club provides an authentic learning environment suitable for postgraduate students from different disciplines to collaborate, cooperate and generate new ideas.
... Advanced thinking is considered as a scaffold for students to think about job questions and their answers. This is different from the typical methods or questions that students try to formulate teacher answers in class (Pickard, 2007). ...
The teaching of mathematics is used by several methods; one of them is the cooperative learning jigsaw method to improve the student's higher ordered thinking skills. The study intended to investigate that how the jigsaw method is effective on higher-order thinking skills in the subject of mathematics at the elementary level. The major objectives of the study were; to understand the result of the jigsaw method on students' analysis skills, to examine the effect of the jigsaw method on the assessment of students' abilities, to explore the outcome of the jigsaw method on the creation of students' skills. The hypothesis used that there is no significant difference between the mean score of the experimental group and control group on analyzing, evaluating, and creating skills of the students. The sample of the study consist of 60 elementary school science students of Grade VIII in the subject of mathematics of two groups, 30 in the control group and 30 in the experimental group. The study was experimental and a Pre-test-Posttest control group was used as the study design. Purposive sampling was used for the selection of the samples. Data were analyzed by using SPSS-22, T-test was used to compare student pre-test and post-test. The major results of the study were; the jigsaw method is more effective than the traditional method because the learning effect in a stimulating environment has an eternal influence on the learning process of students. In the classroom, students use the jigsaw method to stimulate their enthusiasm and actively participate in classroom teaching because the jigsaw method creates a positive learning environment in the classroom.
... In conceptualising the process of learning a discipline it is helpful to distinguish between conceptual and procedural knowledge. Conceptual knowledge is knowledge that can be expressed verbally and that underpins the formation of cognitive categories and their spatio-temporal relationships (see for example, Pickard, 2007). Procedural knowledge is knowledge of how to perform a process rather than knowing that something is the case (see for examples, Stadler, 1989;Star, 2005). ...
In this paper, we report an exploratory investigation of the types of assessment in a variety of high school subjects that best predicted subsequent success at university in those subjects. In social sciences and the humanities, internal (school-based) assessment was a better predictor of university success than external, examination-based assessment, whereas the converse was true for mathematics and the sciences. A plausible interpretation of these findings, and one that warrants further research, is that approaches to assessment that recognize differences in the knowledge structures of disciplines at the point of university transition could be a significant factor in better preparing students for success at university. There are other plausible explanations, which we also explore. If further research validates our conjecture regarding the importance of aligning the disciplinary learning and assessment, we will have identified a potentially powerful mechanism to use the motivating force of assessment to enhance learning.
... These examples show that the teaching methods are complementary and should incorporate learning pedagogies. A pedagogical framework, such as Bloom's taxonomy [26]- [27] can be used to identify the right mix of didactic methods for ERP integrated with Big Data. This mix should empower students with the right skills and increase student engagement. ...
... Çünkü Krathwohl'un yaptığı çalışmalarda eyleme bakılarak sınıflandırmalar yapılmıştır. Verilen eylemler programda yer alan bütün kazanım cümlelerini kapsamadığından, kazanımların bilişsel boyutunun tespitinde yerli/yabancı kaynaklarda (Arı, 2011;Dalak, 2015;Güftâ ve Zorbaz, 2008;Keray, 2012;Krathwohl, 2002;Kurnaz, 2013;Mayer, 2002;Oktay, 2015;Pickard, 2007;Stanny, 2016;Savaş, 2014;Ulum, 2017) belirlenen eylemler derlenmiş, oluşturulan eylem havuzuna göre belirlemeler yapılmıştır. Bilişsel süreçlerin belirlenmesinde cümledeki eylemlerin bağlamsal olarak taşıdığı bilişsel yüke bakılmıştır. ...
The purpose of this study is to classify the 5th, 6th, 7th and 8th grades Turkish Course Curricula objectives based on Bloom’s Revised Taxonomy. The study is descriptive and qualitative by design. The research data come from Turkish Course Curricula published in 2018 by the Turkish Ministry of Education. The data were first classified based on the classification table in Bloom’s Revised Taxonomy. Document analysis was then used to analyze the classified data. In the analysis, 36 objectives were classified in the psychomotor, 6 in the affective, and the remaining 247 in the cognitive domains. The analysis further revealed that 22,7% of the objectives included factual, 65,2% conceptual, 8,9% procedural, and 3,2% metacognitive knowledge categories. In terms of cognitive processes, 4.9% of learning objectives were classified as remembering, 47,8% as understanding, 18,2% as applying, 7,7% as analyzing, 11,7% as evaluating, and 9,7% as creating objectives. This means that 70,4% of these objectives focus mainly on lower levels in Bloom’s Revised Taxonomy (remembering, understanding, applying), while only 29,6% on higher levels (analyzing, evaluating, creating). These findings indicate that the core of the Turkish curricula is consistent with the previous studies that had the same purposes.
... New Bloom's Taxonomy[32] ...
Benjamin Bloom had proposed three hierarchical models used to classify educational learning objectives (of the learner) into levels of complexity and specificity. These three models are cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based). The objective of this paper is to discover the outcome-based education mechanism to observe the transformation from LOTs to HOTs through unconventional teaching and learning practices in context with IT education that can be beneficial for teachers, students, and higher education institutions. Authors have explored the Cognitive model (knowledge-based), which is used to decide learners' competency with six different levels. These levels are: Remember, understand, apply, analyze, evaluate, and create. The former three levels are categorized in Lower order thinking skills (LOT), and the latter three are in higher-order thinking skills (HOT). A learner can upgrade competency by navigating various levels from LOT to HOT in particular. Bloom's Taxonomy (BT) competencies also indicate the probability of securing a leaner's employment. In this paper, the authors propose an outcome-based education mechanism to observe the transformation from LOTs to HOTs through unconventional teaching and learning practices in context with IT education. The results suggest a significant improvement in the educational practices and insights for educational stakeholders and policymakers. This transformation aims to create subject interest among learners and ensure a minimum gap between teaching and learning (short-term goal). The long-term goal of this practice is to provide the readiness of learners towards employment or entrepreneurship.
... The taxonomy has three overlapping domains: cognitive, psychomotor, and effective. The cognitive domain attracted the most attention and became the most widely utilized domain in higher education [22]. It organizes the learning process into six levels, in increasing order of complexity, with achievement at lower levels being required to move up to the higher levels [2]. ...
Classifying the cognitive levels of assessment questions according to Bloom’s taxonomy can help instructors design effective assessments that are well aligned with the intended learning outcomes. However, the classification process is time consuming and requires experience. Many studies have attempted to automate the process by utilizing different machine learning and text mining approaches, but none has examined the classification of Arabic questions. The purpose of this study is to examine this research gap and to introduce a new feature extraction method that would better suit Arabic questions and their unique characteristics. It also aims to provide Arab instructors with a tool that can help them automatically classify their assessment questions. To accomplish this purpose, the study developed a dataset of more than 600 Arabic assessment questions. It then proposed a modified term frequency-inverse document frequency (TF-IDF) method for extracting features from Arabic questions. Unlike the traditional TF-IDF, the proposed method was designed to take the nature of assessment questions into consideration. It was evaluated by comparing it to two methods that have been used for classifying English questions, i.e., the traditional TF-IDF and a modified TF-IDF method called term frequency part-of-speech-inverse document frequency (TFPOS-IDF). A t-test was utilized to examine whether the difference in performance between the three methods was statistically significant. The proposed method outperformed the two other methods. The overall accuracy, precision, and recall scored by the proposed method were significantly higher than those scored by the traditional TF-IDF and TFPOS-IDF methods. The evaluation results indicate the promising potential of the proposed method, which can be extended to other languages.
... However, the rigid hierarchy between categories was later softened, and category overlaps were provided (Krathwohl, 2002). For this reason, combining program objectives, teaching, and assessment is more crucial than ever, as mentioned by Pickard (2007). Bloom's revised Taxonomy did not introduce a drastic improvement to Bloom's original classification, though it has provided some crucial developments. ...
It was observed from previous researches that Bloom’s Taxonomy action verbs (BTAVs) are overlapping in multiple cognitive levels, causing ambiguity about the real sense of the word. A data set of BTAVs was ranked using a statistical classification. Four categories of BTAVs were identified, out of which 153 BTAVs (86.44%) are classified into a single cognitive level. In the remaining 24 BTAVs, 21 follow a specific transition from one cognitive level to another. The proposed research reduced the cognitive level’s ambiguity and made the classification more robust, making it easier for teachers to create and set the cognitive levels.
... Bir bütün olarak taksonomi incelendiğinde üç önemli boyuttan oluştuğu görülür: Bilişsel boyut, Duyuşsal boyut ve Devinişsel (Psikomotor) boyut (Pickard, 2007). Bilişsel boyut bilginin kodlanıp geri getirilmesi ve entelektüel becerinin geliştirilmesi ile ilgili hedefleri kapsamaktadır. ...
... Tablonun dikey eksenini "Bilgi Boyutu" oluştururken, yatay eksenini "Bilişsel Süreç Boyutu" oluşturmaktadır. Bilgi ve bilişsel süreç boyutlarının kesişme noktaları ise hücreleri meydana getirmektedir (Anderson, 2005;Amer, 2006;Kratwohl, 2009 (Bümen, 2006;Pickard, 2007). ...
In this study, it is aimed to determine the levels by examining the exam questions prepared for Geography ÖABT (Teaching Field Knowledge Test) in KPSS according to the revised Bloom taxonomy. The revised taxonomy consists of knowledge and cognitive process dimensions. In the dimension of information; factual, conceptual, operational, metacognitive knowledge levels, in the cognitive process dimension; There are steps to remember, understand, apply, analyze, evaluate and create. The research data consists of the questions published by ÖSYM on its website in 2013-2018 academic years. The screening method was used to examine the questions according to the revised Bloom taxonomy. The research data were obtained by document analysis, which is one of the qualitative research methods. When the questions in the KPSS prepared for Geography Teaching between 2013-2018 were examined according to the knowledge dimension and cognitive process dimension of the revised Bloom's taxonomy, most of the questions were on the "remembering" step (110 questions) and the "understanding" step (99 questions), which are the lowest steps of the cognitive process dimension. seems to create. On the other hand, although there are no questions about the application, analysis, evaluation and creation cognitive process dimension, it is seen that there are no
questions in the metacognitive knowledge sub-dimension.
... Bloom taksonomisinde basitten karmaşığa hiyerarşik bir sıralama vardır. En alttaki hedef öğrenilmeden bir sonraki basamağa ulaşılamamaktadır (Pickard, 2007;Senemoğlu, 2009). Bu nedenle öğretmenlerden, sürekli aynı basamaktaki sorular yerine farklı basamaklarda yer alan öğrenmeleri ölçecek sorular sormaları beklenir. ...
Bu çalışma, altıncı sınıf fen bilimleri dersi yazılı sınav sorularının yeniden yapılandırılmış Bloom taksonomisine göre
değerlendirilmesini amaçlamaktadır. Araştırmada, nitel araştırma desenlerinden durum çalışmasından yararlanılmıştır. Veri
toplama yöntemi olarak doküman analizi kullanılmıştır. Araştırmanın örneklemini, İç Anadolu bölgesinde yer alan küçük
ölçekli bir ilin merkezinde görev yapan 13 fen bilimleri öğretmeni tarafından altıncı sınıfta öğrenim görmekte olan öğrenciler
için hazırlanmış olan toplam 26 adet sınav kağıdı oluşturmaktadır. Birinci yazılı sınavında 278, ikinci yazlı sınavında 265
olmak üzere toplam 543 sınav sorusu incelenmiş olup, yeniden yapılandırılmış Bloom taksonomisine göre analiz edilmiştir.
Araştırma verileri betimsel istatistiklerden faydalanarak hesaplanmış olup, elde edilen veriler tablo ve grafiklere aktarılmıştır.
Çalışmadan elde edilen bulgular doğrultusunda yazılı sorularının çoğunun yenilenmiş Bloom taksonomisinin bilişsel süreç
boyutu olan hatırlama ve anlama seviyesinde, bilgi boyutunda ise soruların çoğunlukla olgusal bilgi düzeyinde olduğu tespit
edilmiştir. Sorulan soruların genel anlamda çoktan seçmeli sınavlardan oluştuğu görülmektedir. Yazılı kağıtlarında öğrencilerin
üst düzey becerilerini ortaya çıkaran açık uçlu soruların yetersizliği dikkat çekmektedir. Öğretmenlerin sıklıkla boşluk
doldurma, eşleştirme ve doğru yanlış tipi sorulara sınavlarında yer verdikleri görülmüştür.
Anahtar Kelimeler: Yeniden yapılandırılmış Bloom taksonomisi, öğretmen, yazılı soruları
... Statements in the second round were grouped into the definition of a pharmacist entrepreneur, the importance of entrepreneurship in the mission and vision of a school, the importance of entrepreneurship in a pharmacy school's curriculum, effective approaches for teaching entrepreneurship to pharmacy students, the fundamental KSA's identified, and a proposed taxonomy for pharmacy entrepreneurship education developed from Bloom's taxonomy framework. 11,12 Statements that reached panel agreement in round 2 were carried forward. In the third round, panelists were asked to rank each item within each category. ...
Objective. To determine the role of entrepreneurism within the broader missions of schools of pharmacy and develop an educational framework to produce pharmacist entrepreneurs. Methods. Following a systematic review and six semi-structured interviews, a three-round Delphi process was conducted with an expert panel comprised of successful entrepreneurs, pharmacy faculty members and administrators, students, and community members. Participants were asked about the role of entrepreneurship in a pharmacy school's mission, how they would define a pharmacist entrepreneur, and to identify the knowledge, skills, and attitudes (KSAs) expected to be successful as a pharmacist entrepreneur. A model for entrepreneur education was also developed in accordance with Bloom's taxonomy. Participant agreement and rankings were reported. Results. Based on the semi-structured interviews and the results from the Delphi process, the following framework for a pharmacist entrepreneur was proposed along with a list of KSAs: identifies, creates, and pursues new opportunities; successfully implements new ideas into practice; is willing to take risks; fills unmet needs; creates new value through innovation; is responsive to change; makes sacrifices; includes social and intrapreneurship; leverages existing knowledge, skills, and resources; goes beyond traditional roles for pharmacists; and improves patient care. Recommendations for entrepreneurship instruction, guided by Bloom's taxonomy of cognitive processes, were created. Conclusion. According to our expert panel, a pharmacist entrepreneur combines several characteristics identified with a more traditional entrepreneur construct with the characteristics of an individual devoted to achieving outcomes beyond one's personal gain. Additional research to inform implementation and assessment of entrepreneurship within pharmacy curricula would provide more specific guidance for instructional design and accreditation evaluations.
... Değerlendirme. Ölçütlerden yararlanarak yorumlama, yargıda bulunma ve eleştiride bulunmayı ifade etmektedir (Pickard, 2007: 49: Komisyon, 2018. "Öğrencinin, hızlı nüfus artışını pozitif ve negatif etkilerini değerlendirmesi ya da uluslararası ulaşım hatlarının bölgesel etkilerini değerlendirmesi" örnek gösterilebilir. ...
Purpose of study is to reveal distribution into units and level of achievements of 12th Grade Geography Course Curriculum (2018) according to the Revised Bloom’s Taxonomy. The study was carried out using method of document review. In the scope of the study, we examined 34 achievements which take a place in 12th Grade Geography Course Curriculum. Reliability of coefficient of the study was determined as .70. In 12th Grade Geography Course Curriculum, unit of natural systems consists of two achievements; human system of seventeen achievements; global environment and regions of eleven achievements; and unit of environment and society consists of four achievements.
According to analysis of knowledge dimension, it is seen that achievements for conceptual knowledge bear weight in distributing into units. While total two achievements which take place in the unit of natural systems consist of conceptual knowledge, 14 out of 17 achievements in the unit of human systems are in the concept level. 8 out of 11 achievements which take place in global environment and regions comprise of conceptual knowledge. 2 out of 4 achievements in the unit of environment and society consist of conceptual knowledge. 76% (26 achievements) of achievements of knowledge dimension comprises of conceptual knowledge and 24% (8 achievements) of them consists of factual knowledge. On the knowledge dimension in the curriculum, while more places were given to the achievement in the conceptual knowledge level, no places to achievements in level of procedural and metal cognitive knowledge.
In congitive process dimension, 62% (21 achievements) of achievements takes place in the understand level; 20% (7 achievements) of them in the evaluate level; and 18% (6 achievements) in the analyze level. In the curriculum, it was determined that no places were given to achievements of levels of remember, apply and create of cognitive process dimension. When distribution of achievements for cognitive process into units have been examined, while total 2 achievements in the unit of natural systems take place in the understand level, 8 out of 17 achievements in the unit of human systems take place in the understand level; 5 out of them in the analyze level; and 4 take place in evaluate level. 7 out of 11 achievements in the unit of global environment and regions appear in the understand stage; 1 of them in the analyze stage; and 3 appear in the evaluate stage. Total 4 achievements which take place in the unit of environment and society are in the understand level. According to analysis findings, in the curriculum, it was determined that, more places were given to achievements in comprehension (26 achievements) level in the knowledge dimension; and to those in the understand (21 achievements) level in the cognitive process dimension. These data reveal that teaching of 12 th grade geography course should be heavily done in the comprehension level in the knowledge dimension; and in the understand level in the cognitive process dimension. As is seen, achievements do not show a homogeneous distribution.
It is seen that, in the curriculum, achievements of dimensions of higher-level (meta level) and cognitive process were unsufficient. For this reason, in the curriculum, place should be taken to achievements which appear in stages of higher-level knowledge (procedural and meta cognitive) and of congitive process (apply, analyze, evaluate and create), promoting students to carry out more mental activities. The applied in-service training seminars which would enable teachers to improve themselves should be given to teachers. Guidebooks and manuals which would guide to teachers should be prepared by Ministry of National Education (MEB), and they should be opened to/for use on the virtual environment. We expect that our study will contribute to next studies.
Key Words: Geography Course Curriculum, 12th Grade, Achievement, the Revised Bloom’s Taxonomy, Unit.
... This error occurs when S applies the distributive theorem. At this step, S has not been able to apply the theorems that exist to resolving HP so that S has not been categorized into procedural knowledge [14,22]. In Figure 3, E2 consists of two errors, E2a and E2b. ...
This research is a descriptive-analytical study that aims to describe how student solve high order thinking (HOT) problem. The research subject was a student who was chosen based on HOT problem-solving in a non-routine way and took a mathematics course at Science Education of Universitas Sarjanawiyata Tamansiswa Yogyakarta DS Setiana ¹ . Data were collected using observation, documentation and interviews methods, then will be analyzed descriptively. Based on the analysis that has been done, it was found that: (1) the strategy used by the student to solve the HOT problem was obtained from the internet; (2) there are errors when student applied the strategy that has been obtained in solving the HOT problem; (3) the student have difficulties when solving HOT problem in the same way. The results of this analysis are expected to provide a little description for educational activists related to the solving of HOT problem by students.
... Understanding is determining meaning of instructional messages, including oral, written, and graphic communication. This definition is similar with definition given by Pickard (2007), Chi Duc (2008), and forehand (2012) that understanding is constructing meaning from information and concept. Understanding has seven divisions; interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. ...
The research aims to find out the levels of questions used by an English teacher for mid-semester reading test for the second graders in SMA 2 Padang in accordance Anderson’s and Karthwohl’s taxonomy (2001). The participant was chosen based on purposive sampling. This is a descriptive research. The data of the research were obtained from documents analysis. Evaluation of the question sheets were analyzed one by one. After that, the data were analyzed, grouped, and explained based on the research aims. The results of this research show that the teacher formulated on three levels of questions. They are the questions remembering (46.67%), understanding (36.66%), and applying (16.67%). From the result, it can be concluded almost half of the questions are in the form of remembering and least of them for applying.
This paper sought to reflect on the task of putting together an e-Portfolio of evidence under conditions of imposed emergency remote online teaching and learning with WhatsApp support. Student teachers in one institution had to undergo their school experience and practice teaching under emergency remote online teaching and learning. Further, these students had to produce and submit portfolios of evidence in an electronic format. Given that there were no contact lectures and tutorials during this period, WhatsApp support had to be relied on to assist these students with the development of their school experience portfolios. Informed by the e-learning ecologies framework, this study analysed the affordances of WhatsApp support in the development of e-Portfolios by student teachers in one university. First and fourth-year education students on school experience provided data through a qualitative survey in which their accounts and evaluations of interactions and support through WhatsApp were expressed narratively. Meaning units were extracted through content analysis and allotted to themes and categories suggested by the affordances framework. This study reports on the usefulness of the framework to evaluate WhatsApp support as well as the affordances that are most and least served by WhatsApp support on the development of an e-Portfolio of evidence on practice teaching. Recommendations on the efficacious use of WhatsApp support for e-Portfolio development, the practices that would foster the realisation of all the affordances, and enhancement of e-Portfolio development for the school experience are furnished.
Grounded in Nonaka and Takeuchi (Long Range Plan 54(4):102070, 2021) Socialization, Externalization, Combination, and Internalization (SECI) model, the present research develops a Blended Knowledge Sharing Activity (BKSA) model tailored for design practitioners, targeting the enhancement of learning outcomes and creativity. The investigation centers around the influence of BKSA on higher education students' learning achievements and creative potential, further delving into their application and performance relative to social media within design-related coursework. Employing a comprehensive methodological approach including sampling, t-tests, and structural equation modeling, questionnaires were disseminated to a cohort of 105 undergraduate students from two sophomore-level design classes. It is worth underscoring that despite the SECI model finding extensive applicability across numerous domains, its implementation within the context of design education remains comparatively underrepresented. This research lacuna served as a catalyst in our endeavor to apply the SECI model within knowledge-sharing activities specific to design majors, in anticipation of uncovering more potent strategies for learning and innovation. Our findings disclose a tangible positive correlation between BKSA and both the learning outcomes and creativity of undergraduate students. Moreover, the instrument we devised and utilized, acting as a robust measurement tool for the SECI model, provided additional validation for the beneficial influence of BKSA on university students' learning achievements and creative capacities. This novel insight not only redresses the underexplored application of the SECI model in design education but also furnishes a fresh theoretical vantage point for the amalgamation of blended learning and knowledge sharing paradigms.
Article type: Research Article During the coronavirus epidemic, the purpose of this study was to determine the effect of the flipped learning method on the flexibility, cognition, and academic motivation of male students. The method was quasi-experimental and applied in terms of purpose; it is a component of the pre-test, post-test, and control group design. In the academic year of 2020-2021, the statistical population consisted solely of male fifth-grade elementary school students in the city of Shahreza. A primary school for males was chosen at random, and 40 students were selected using the available sampling method and divided into two groups of 20 using randomization. Experiments and witnesses have been substituted. The experimental group underwent 10 training sessions using pre-prepared online training modules, whereas the control group received traditional training. All participants in both groups completed pre-and post-tests utilizing the Harter Academic Motivation Scale (HEMS) and the Dennis and Vanderwall Cognitive Flexibility Scale (CFI). The collected data were analyzed using covariance analysis and IBM SPSS (version 26) software. Post-test analysis of covariance revealed that the flipped learning method improved cognitive flexibility and academic motivation in the experimental group relative to the control group (p <0.05). The flipped learning method can be used to improve the flexibility, cognition, and motivation of students in schools and educational centers utilizing the online education method, particularly during the coronavirus epidemic.
The conventional way of preparing students for the lab work is to encourage them to read manual for the lab wok, but this procedure typically overloads their working memory with the information. On the other hand only a limited number of students try to understand or do read the manuals before entering into the laboratory. The present study was designed to explore "The impact of pre-labs in chemistry laboratory at secondary level". Sample of this study consists of boys (n =119) and girls (n=116) studying chemistry at secondary school level. Boys sample was further divided into control group (n= 65) and experimental group (n=54). Similarly, girls sample was divided into control group (n=55) and experimental group (n =61). Pre-labs and post-labs were developed, keeping in view information processing model for teaching-learning science and Bloom Taxonomy of Educational Objectives. Data collection was continuous through out the academic session till the eighteen experiments were completed. The data were analyzed, by using SPSS. T-test applied at 0.05% level of significance. Study revealed that Pre-lab has improved student's understanding in chemistry lab. It is also indicated that Pre-lab has strong effect in improvement of academic achievement of boys than that of girls.
The paper observes that nearly all universities in Zimbabwe offer crash academic programmes that are commonly referred to as block release because students attend their face-to-face classes for a short space of time. The Covid-19 pandemic has intensified the use of block release. During block release sessions, students are taught all the course content for the whole semester which usually includes four courses. After the intensive face-to-face lessons, students are expected to write their assignments and then come back to write their final examinations at the end of the semester. The paper contends that the block release mode of instruction is typical distance education and therefore requires continuous student-instructor interaction through use of well-planned practice questions based on the course syllabus. To be effective, the paper suggests that the practice questions should be based on Benjamin Bloom's taxonomy of questions. The questions focus on key verbs which include remember (or recall), understand, apply, analyse, evaluate and create. This approach enables students to master various types of knowledge which are factual, conceptual, procedural and metacognitive. The paper uses illustrative questions from public policy analysis which is a relatively new discipline in the context of Zimbabwe. The illustrative questions can also be applied across disciplines such as Family and Religious Studies, History and Geography.
The textbook analysis is a vigorous research approach for evaluating the conformity between the content and the purpose of education. Accordingly, the relatively newly-published Iranian ELT textbooks for senior high school, known as the "Vision series" were analyzed for their prominent levels of learning objectives according to Bloom's Revised Taxonomy. Activity sections of textbooks were codified according to the Taxonomy's coding scheme, and the inter/intra-rater reliability which were measured and approved. Results revealed that the lower-order categories of cognitive domain are more frequently represented in Vision series of 1 and 2, and chi-square statistics indicate that Vision 3 is significantly different from the other two. The inclusion of higher-order categories in Vision 3 creates hope for increasing students' proficiency and activating students' need to develop higher-order thinking skills which are prerequisites to critical thinking and autonomous learning. Findings also maintain that the cognitive domain and metacognitive knowledge domain were the least perceived in the three textbooks which call for inclusion of more reflective activities and supplementing higher-order cognitive activities or complementary tasks in Visions 1 and 2.
Salesian youth ministry in the post-Vatican II period changed from a faithful and repetitive education towards a critical and future-centered approach. This paradigm shift brought multiple risks and limitations. Focusing on organizational aspects, we analyze the underlying theories and their anthropological models, especially Management by Objectives. Then we turn back to the original and permanent criterion for any renewal – the experience of Don Bosco in the Valdocco Oratory. His leadership and management qualities, recent leadership concepts, solid bases of the Salesian Youth Ministry and creative experiments are sewn creatively together in an innovative proposal:
1. Creation of an integral anthropological framework;
2. Development of a set of virtues-qualities at the level of action mentality, shared leadership and operative management;
3. Proposal of a transformational project cycle that merges planning, community building and discernment.
The rise of museum visitor studies has inspired a deeper inquiry into the functions and purposes of museums. However, visitor studies have long focused on the analysis of visitor behavior patterns in terms of research themes and methods, with less attention paid to how visitor behaviors respond to the goals and decisions of the museums, and therefore result in poor generalizability for the following museum practices. In particular, for art museums which have diverse exhibits but rely heavily on audience autonomous interpretation, there is often a need for more direct guidelines in methods and strategies when dealing with highly heterogeneous visitor groups, such as family visitors. This study therefore investigates the family visitors’ behaviors in art museums in general, and their behaviors of reading exhibit labels in specific, to understand and evaluate the impact of exhibit design on family visitors’ museum experiences and learning. Based on the literatures about reading and learning, a case study using behavioral mapping technique was adopted to develop a coding framework for behavioral observation. Data on verbal and non-verbal interactions of a total of 8 groups of family visitors were collected through participatory observation and interviews for analysis. The results illustrate the general reading behavior of family visitors to exhibit labels, as well as their differences and rationales for reading different types of exhibit labels. According to the findings, design principles for art museum practices in exhibit label design, and methodological suggestions for research design of visitor studies are made.
Educational literature has consistently affirmed that assessment is a fundamental aspect of any educational organisation and is a key influence on how students approach their learning. Studies focusing specifically on how educators design assessment are far in between, so the current understanding of assessment design as a cognitive activity is inadequate. The present substantive study targets this gap in the literature. A constructivist-driven grounded theory methodology is used to explore in depth the cognitive aspects of the assessment design process of science-subject lecturers working in a Maltese post-secondary vocational institution (MCAST). Aspects influencing this process, notably lecturers’ assessment-related knowledge, skills and beliefs are explored through in-depth interviews with ten purposefully selected lecturers together with document analyses of their assessment briefs. Data resulting from the author’s role as a practitioner-researcher as well as relevant literature is also used. An abstract explanatory theory termed ‘Conceptual Assessment Roadmapping’ emerges from this study and it highlights a succession of stages in the assessment design process, the effect of influencing factors, and the link to the outcomes of this process (the assessment briefs produced). A low level of assessment literacy amongst participants is evident since the majority did not undergo basic teacher training. Most of the analysed briefs are based on outmoded paradigms of assessment even though most participants enacted ideal mental models of assessment and generally professed a willingness to adopt multidimensional views of assessment. Thus, a gap between intention and actual practice is evident. The Conceptual Assessment Roadmapping theory has the potential to guide the implementation of effective measures intended to improve the quality of assessment practice. Complementary professional development models such as professional learning communities and mentoring are suggested as a way forward. The theory can also be used as a compass for institutional policy directing it towards assessment models that are based on espoused theories as well as advocating the shift from the ubiquitous summative assessments to the more effective formative types of assessment.
Üst bilişsel bilginin coğrafya
öğretiminde kazanılmasına yönelik etkinliklerin hazırlanmasını
amaçlamaktadır. Öğrenme hedeflerinin sınıflandırılmasına yönelik
Bloom taksonomisi ve yenilenmiş Bloom taksonomisi açıklanarak
yenilenmiş taksonomiye göre etkinlikler oluşturulmuştur. Coğrafya
öğretiminde yenilenmiş Bloom taksonomisine uygun etkinliklerin
tasarlanmasın konusunda öneriler içeren çalışma coğrafya öğretimine
katkı sağlamaktadır.
The teaching learning is a continuous process by which the educators involving in this field are working to change the behavior of the students as the required human resources for the welfare of the society. Bloom’s Taxonomy is the most important and widely used process that helps the educators to provide the students equipped with knowledge perfectly in the different domains of the learning skills as suggested by Benjamin Bloom. To assess the learning skills written test is the very important tools that are applying on the students from the beginning of the formal education. In this paper an attempt has been taken to evaluate the allocation pattern of the marks of the course Business Mathematics of the three departments Accounting and Information System, Management and Finance & Banking under business faculty according to the components of Bloom’s Taxonomy. It is observed that there is a significant difference of the allocations of marks among the selected the three departments regarding the cognitive domain of the B.T. But no significant difference has been found in the allocation pattern of marks throughout the academic years under review. The marks allocation in LOCQ, IOCQ and HOCQ are found to be 43 percent 52 percent and 5 percent respectively which are not suited with the recommended marks allocation according to the recognized system. The suggestions and recommendation have been given to allocate the marks to prepare the written questions papers according to the cognitive domains of Bloom’s Taxonomy
This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.
This research was conducted at the Lirboyo Islamic Boarding School, East Java. The purpose of this study is to find out about coercion in education and its contribution to student achievement. We used 65 sample and we used mixed research method. We used triangulation as the qualitative data validity, and we used the product moment correlation coefficient and the biserial point correlation coefficient as the quantitative data validity. We used data reliability by alpha cronbach and KR 21. The results showed, the form of coercion in this boarding school by giving sanctions (punishment). The results also showed, there was a positive and significant correlation between giving sanctions to student achievement and sanctions had a contribution to student achievement of 39.60 percent. Keywords: Islamic Boarding School, Students, Coercion, Education, Sanctions. Penelitian ini dilakukan di Pondok Pesantren Lirboyo, Jawa Timur. Tujuan dari penelitian ini adalah untuk mengetahui tentang pemaksaan yang dilakukan dalam pendidikan dan kontribusinya terhadap prestasi belajar siswa. Jumlah sample dalam penelitian ini sebanyak 65 orang dan metode yang digunakan adalah metode penelitian campuran (mixed method). Validitas data secara kualitatif dengan menggunakan triangulasi, secara kuantitatif dengan menggunakan koefisien korelasi product moment dan koefisien korelasi point biserial. Reliabilitas data digunakan dengan alpha cronbach dan KR 21. Hasil penelitian menunjukkan, bentuk pemaksaan yang dilakukan di pondok pesantren ini dengan memberikan sanksi (punishment) terhadap pelanggaran yang dilakukan santri. Hasil penelitian juga menunjukkan terdapat hubungan yang positif dan signifikans antara pemberian sanksi terhadap prestasi belajar siswa dan pemberian sanksi memiliki kontribusi terhadap prestasi belajar siswa sebesar 39.60 persen. Kata Kunci: Pondok Pesantren, Santri, Pemaksaan, Pendidikan, Sanksi.
Higher order thinking skills (HOTS) play an important role in developing learning materials for reading comprehension. The major purpose of this paper is to know the problems rose in reading comprehension and to identify the development of higher order thinking skills for the students’ Kuningan University. This paper discussed the phenomenon of Reading comprehension enhancement through Higher Order Thinking Skill (HOTS) strategy in Kuningan University and describes how the HOTS strategy develop the students’ skills in comprehending the academic reading text. The data collected by using a classroom observation in mobile and interview between student and the result will be discussed in the class, were analyzed qualitatively by using categories formulated based on theories related HOTS stategy. As a result, the author obtains the strategy Higher order Thinking skills on reading comprehension seen from the C1-C6 phase of HOTS strategy. This indicates that the most of students have higher order thinking skills in comprehending the text.. The findings are expected to be references for English teachers in the implementation of teaching strategy.
This study identified a number of indicators that are essential for measuring the learning effects on students involved in artificial intelligence (AI)‐based robot design. Ten experts were recruited as Delphi group members, including three mechanical engineers in the field of robot design and seven scholars from a university. The data collected from the questionnaires were analyzed using Z values from the Kolmogorov–Smirnov test. The questionnaire was used to identify assessment indicators in six dimensions: (a) Remember, (b) understand, (c) apply, (d) analyze, (e) evaluate, and (f) create. Our findings provide a valuable reference for educators in the field of engineering and technology education involved in the development of programs in AI‐based robot design.
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