تحليل أسئلة كتاب الثقافة العامة للصف الثاني عشر في الأردن في ضوء تصنيف بلوم للأهداف التربوية في المجال المعرفي = An Analysis of General Culture Textbook Questions for the Second Secondary Grade in Jordan in Light of Bloom's Taxonomy of the Educational Objectives in the Cognitive Domain

2017 ◽  
Vol 6 (19) ◽  
pp. 170-179
Author(s):  
نبيل موسى عارف براهمة ◽  
هيثم موسى عارف براهمة
Keyword(s):  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy ◽  
General Culture

The Cognitive, Affective, and Psychomotor Domains

2010 ◽  
pp. 52-68 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Classification System ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

The Taxonomy of Educational Objectives, better known as Bloom’s Taxonomy, is a classification system that governs how learning objectives are designed, implemented and assessed. First proposed in 1956, Benjamin Bloom began his scrutiny into educational objectives by exploring the cognitive domain (which will serve as the focus for this chapter). Later, with other colleagues including Lorin W. Krathwohl and S. R. Kibler, he considered the affective and psychomotor domains to round out his body of study. Bloom’s taxonomy differentiates six levels of teaching and learning: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation. This chapter offers a perspective for developing instruction purposely targeting the traditional learner.

scholarly journals Aplikasi Ranah Kognitif Anderson & Krahthwohl dalam Pengajaran dan Pembelajaran Pantun di Sekolah Dasar

2021 ◽  
Vol 3 (3) ◽  
pp. 110-118
Author(s):  
Ros Anita Kartini Mohamed ◽  
Abdul Halim Ali ◽  
Muhammad Nasir
Keyword(s):  
Elementary Schools ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Affective Domain ◽  
School Level ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) mengaplikasikan; (4) menganalisis; (5) menilai; dan (6) mencipta. Terminologi ini berubah dengan mempertimbangkan keperluan holistik agar lebih mudah dalam penerapannya oleh guru di sekolah. Fokus utama makalah ini adalah membahas ranah kognitif Revisi Anderson & Krathwohl 2001 dan penerapannya dalam pengajaran dan pembelajaran pantun di sekolah dasar.   Anderson & Krahthwohl Cognitive Applications in Teaching and Learning Pantun in Elementary Schools Abstract: Taxonomy is the classification of things according to certain characteristics. Taxonomy in education is used to classify educational objectives, assessment and curriculum preparation. Bloom has categorized three domains in learning, namely; cognitive domain, affective domain and psychomotor domain. Bloom’s taxonomy focuses on the terminology of (1) knowledge; (2) understanding; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. While the terminology changed with the introduction of the Revised Taxonomy in 2001 by Anderson & Krathwohl with the terminology (1) recalling; (2) understand; (3) apply; (4) analyze; (5) evaluate; and (6) create. This terminology changes by considering the holistic need to make it more relevant in its application by teachers at the school level. The main focus of this paper is a discussion on the cognitive domain of the 2001 Anderson & Krathwohl Revision and its application in the teaching and learning of verse in primary schools. Keywords: Bloom's Taxonomy, Cognitive Area, Poetry, Revised Taxonomy.

scholarly journals Recovering Ancient and Medieval Contemplative Taxonomies as an Alternative to Bloom’s Taxonomy of Educational Objectives

Paideusis ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 46-56
Author(s):  
Sean Steel
Keyword(s):  
Bloom's Taxonomy ◽  
Thomas Aquinas ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Careful Examination ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

Bloom’s taxonomy has become a pedagogical orthodoxy in schools. This paper challenges Bloom’s assumptions about thinking (the cognitive domain) and willing (the affective domain). A careful examination of ancient and medieval understandings – and of Thomas Aquinas’ contemplative taxonomy in particular – demonstrates how Bloom’s taxonomy is both disordered and reductionistic. The thesis of this paper is that, if education is to be truly aimed at our “highest happiness,” we must begin, in some small ways at least, to relate our educational efforts to the pursuit of wisdom. This pursuit, it is argued, involves engaging components of thinking and willing that transcend Bloom’s taxonomy.

Bloom’s Taxonomy of Educational Objectives for the Cognitive Domain: Philosophical and Educational Issues

1981 ◽  
Vol 51 (4) ◽  
pp. 441-453 ◽  
Author(s):  
Edward J. Furst
Keyword(s):  
Hierarchical Structure ◽  
Bloom's Taxonomy ◽  
Statistical Properties ◽  
Present Review ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Educational Issues ◽  
Unpublished Studies ◽  
Bloom’S Taxonomy

A recent review of the Taxonomy of Educational Objectives, cognitive domain, commonly known as Bloom’s taxonomy, concentrated on its statistical properties. The present review complements and supplements this earlier one by concentrating on philosophical and educational issues. It covers unpublished studies as well as published literature over about a 25-year period. The focus is on the claimed properties of neutrality, comprehensiveness, cumulative hierarchical structure, and usefulness.

Bridging education gap in higher institutions of learning using Bloom’s taxonomy of educational objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 69-74
Author(s):  
Irene Aheisibwe ◽  
Keyword(s):  
Survey Design ◽  
Critical Role ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Cross Sectional ◽  
Bloom’S Taxonomy ◽  
Education Gap ◽  
Higher Institutions

In Uganda, there is a problem of graduate unemployment which has caused teachers, employers, policymakers, and the entire community to appreciate a critical role in bridging the existing gaps in education. This study examined how Bloom’s Taxonomy of Educational Objectives can be used in bridging the education gap in higher institutions of learning. A cross-sectional descriptive survey design, with 180 participants, purposively selected was involved. The study was conducted in two public universities and one private university in South Western Uganda. Data was mainly collected using interviews and focus group discussions. Ethically, permission was sought from relevant authorities, the purpose of the study was clearly explained, participation was purely voluntary and confidentiality was ensured. Respondents described the cognitive domain as activities of the mind, affective domain as the ways in which people deal with situations emotionally and the psychomotor domain as the skills attained. The study suggests using cognitive, affective and psychomotor methods of teaching. The study recommends need to directly teach higher order thinking skills, shift from pedagogy to andragogy, instructors of higher institutions of learning should wisely select sources of content, determine how to present that content effectively, and assess students’ progress in relation to that content and activities that promote psychomotor learning especially apprenticeship, internship and school practice should be encouraged.

scholarly journals Turkish Fathers' Language Use In The Context Of Toy Play

2016 ◽  
Vol 12 (8) ◽  
pp. 430 ◽  
Author(s):  
Ozge Cengiz ◽  
Hamide Cakir
Keyword(s):  
Socioeconomic Status ◽  
Language Use ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Low Ses ◽  
Parent Child Interactions ◽  
Bloom’S Taxonomy ◽  
Toy Play ◽  
Parent Child

Parent-child interactions and the characteristics of child-directed language have been related to children’s linguistic development. Studies on parent-child interactions have generally focused on mothers. There has been very little research on the language used by fathers in interactions with their children. This study addresses this gap by investigating the properties of Turkish paternal language use including their use of question types within the framework of Bloom’s Taxonomy of Cognitive Domain; that is, we try to explore to what extent fathers' language use differentiates depending on their socioeconomic status in terms of Bloom’s Taxonomy, thus which fathers help their children gain higher thinking skills before entering school. Bloom’s Taxonomy which is a model of classifying thinking according to six cognitive levels of complexity (remember, understand, apply, analyze, evaluate, create) is hierarchical; in that, each level is subsumed by the higher levels. In this cross-sectional study, high and low socioeconomic status (SES) fathers were taped in their homes with their preschoolers in the context of toy play. The results showed that both group of fathers produced the most utterances at the remember level. Both groups produced no utterance at the analyze level, and low SES fathers produced no utterance at the apply and create levels. High SES fathers asked open ended question at all levels except the analyze level, while low SES fathers asked open ended questions only at the remember and understand levels.

Sign in / Sign up

Export Citation Format

Share Document