scholarly journals TAXONOMY OF LEARNING OBJECTIVES AT ELEMENTARY LEVEL

2020 ◽  
Author(s):  
Mara Cotič ◽  
◽  
Darjo Felda ◽  
Amalija Žakelj ◽  
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Learning Objectives ◽  
Elementary Level ◽  
Complex Thinking ◽  
Centre Of Gravity ◽  
Complex Process ◽  
Cognitive Knowledge

Looking for an answer to the question what knowledge represents the centre of gravity in teaching and learning and thus also in testing and assessing knowledge, as well as in the interpretation of students’ achievements taxonomies of learningobjectives for the cognitive area can be of assistance. In education sciences there are several taxonomies of cognitive knowledge (Bloom, Marzano, Gagne). Taxonomy is derived from basic cognitive – mental processes that are arranged in a hierarchic relationship, namely from the lowest – the simplest to the highest – the most complex process. The present paper represents an introduction to Bloom’s, Gagne’s, and Marzano’s taxonomies. Bloom’s taxonomy is one of the best known classifications of learning objectives, where Bloom and associates have formed a taxonomy of cognitive, conative, and psycho-motoric learning objectives. In the cognitive area the following degrees have been defined: remembering, understanding, applying, analysing, synthesising, and evaluating. Gagne’s classification of knowledge classifies the achievements of learners into: basic and conceptual knowledge, procedural knowledge, and problem solving knowledge. Marzano’s taxonomy distinguishes between content and lifelong or process knowledge, which are further divided into complex thinking, data processing, communication, cooperation in the group, and development of mental habits.

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

scholarly journals KO and classification instruction objectives: Are we keeping up with the transformation of our field?

NASKO ◽  
2013 ◽  
Vol 4 (1) ◽  
pp. 112 ◽  
Author(s):  
Michèle Hudon ◽  
Laure Amélie Guitard
Keyword(s):  
Teaching And Learning ◽  
Learning Objectives ◽  
Digital Form ◽  
Taxonomic Level ◽  
The Past ◽  
Course Objectives ◽  
Complex Process ◽  
High Level

Each objective listed in courses entirely or partially dedicated to knowledgeorganization (KO) and bibliographic classification in 30 distinct LIS programs was categorized as to: 1. its nature; 2. its subject; 3. its focus; 4. its taxonomic level. The results tend to reinforce observations made over the past 30 years in relation to KO and classification courses. Teaching and learning objectives tend to bevery general, with a clearly dominant theoretical focus. Few objectives focus specifically on the complex process of analyzing subjects, and on new types of skills now required to work with classification structures available in digital form. And even if KO educators recognize the necessity for students to develop high-level analytic and evaluative skills, there are very few references to those skills in current course objectives.

A Model of Designing Online Assignments Based on the Revision of Bloom's Taxonomy

2016 ◽  
pp. 186-193 ◽  
Author(s):  
Congwu Tao
Keyword(s):  
Online Teaching ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Bloom's Taxonomy ◽  
Factual Knowledge ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Online Assignments ◽  
Online Instructor

Online assignments play an important role in online teaching and learning, and the revised Bloom's Taxonomy has been proved to be valuable for real teaching and learning. But few research efforts are put into combining online assignment design with the revised Bloom's Taxonomy. This chapter is to propose a model of designing online assignments based on the revised Bloom's Taxonomy, which can be used as a guide for online instructor to design a comprehensive online assignment with helping the students to master the four types of knowledge–factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge–and at the same time help the students develop the six-stage cognitive process.

scholarly journals BEYOND BLOOM’S: USEFUL CONSTRUCTS FOR DEVELOPING GRADUATE ATTRIBUTE INDICATORS

2011 ◽  
Author(s):  
Susan McCahan ◽  
Lisa Romkey
Keyword(s):  
Cognitive Process ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Learning Experience ◽  
Ways Of Knowing ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Factual Knowledge ◽  
Bloom’S Taxonomy ◽  
Different Levels

What do we want our students to learn from an experience? This is the central question that underpins learning objectives. Learning objectives attempt to describe the manifestations of learning that we would like to see by the end of a learning experience (e.g. a course or a learning module). Traditionally areas of knowledge that are the target of learning objectives are described as domains. Typically knowledge is described as cognitive, affective, or psychomotor and there are other domains such as interpersonal1-4. The domain describes the nature of the learning. Has the student learned a new cognitive process, or learned to care about something new? The organization of learning into these domains helps us to make sense of the types of knowledge that our students are learning. A domain is like a country, it defines a piece of the knowledge landscape. A taxonomy of learning attempts to map that landscape. It creates categories that describe ways of knowing. Just as a map describes the landscape using categories (e.g. roads, parks, towns), a taxonomy categorizes ways of knowing so that we can better define the manifestation of learning that we want our students to achieve. Most taxonomies are meant to be thorough maps of one domain. For example Bloom’s taxonomy describes ways of knowing within the cognitive process domain1. It attempts to categorize all of the different levels of learning in this domain. When Anderson and Krathwohl later updated Bloom’s taxonomy they added a second dimension, the knowledge dimension, which breaks apart the domain into 4 parts: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge5. Their taxonomy applies the same levels of learning (i.e. cognitive processes) to each of these four pieces of the domain. Bloom’s (or Anderson’s) do not describe everything that a student should learn. They are only meant to describe one type of learning: cognitive process. Other taxonomies map other domains and some taxonomies cut across domains.

scholarly journals Advantages of discussion and cognitive conflict as an instructional method in contemporary teaching of mathematics

2012 ◽  
Vol 44 (1) ◽  
pp. 92-110
Author(s):  
Irena Misurac-Zorica ◽  
Maja Cindric
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Descriptive Analysis ◽  
Cognitive Conflict ◽  
Construction Of Knowledge ◽  
Teaching And Learning Mathematics ◽  
Starting Point ◽  
Teaching Of Mathematics ◽  
Decimal Numbers

Contemporary theories of teaching and learning mathematics emphasise the importance of learner?s active participation in the teaching process, in which discovery and logical reasoning lead to the construction of student?s knowledge. In this form of teaching, it is important to detect students? misunderstandings and errors that can occur during learning. Uncovered tacit and false conceptions of students? knowledge can greatly contribute to the opposite effect in the construction of knowledge. In teaching mathematics, there are many situations which leave students with ambiguities and misunderstandings, and create an impression in children that teaching of mathematics and mathematical knowledge itself is something that is not possible. Discussion and cognitive conflict are methods which have their starting point in the theory of constructivism. The aim of our study has been to determine whether application of the method of discussion and cognitive conflict in learning to divide decimal numbers leads to the enhancement of student?s procedural knowledge and conceptual knowledge about the division of decimal numbers. Longitudinally, we monitored two groups of 117 pupils of the fifth grade. In the first group, which was taught according to the guidelines of contemporary mathematics education, students engaged in discussion, discovering their misunderstandings and errors, and the cognitive conflict resulted in correct concepts. The second group of students were taught traditionally, learning the procedure and then practicing it. The paper presents a descriptive analysis of the process of teaching and quantitative analysis of the performance based on the comparison of conceptual and procedural knowledge of both groups. Results of our work show that the application of contemporary methods of discussion and cognitive conflict affects the increase of procedural and conceptual knowledge of the division of decimal numbers.

scholarly journals INCOMPREHENSION OF THE INDONESIAN ELEMENTARY SCHOOL STUDENTS ON FRACTION DIVISION PROBLEM

2019 ◽  
Vol 8 (1) ◽  
pp. 57 ◽  
Author(s):  
Yoppy Wahyu Purnomo ◽  
Chairunnisa Widowati ◽  
Syafika Ulfah
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Mathematics Classroom ◽  
Division Problem ◽  
School Students ◽  
Descriptive Case Study ◽  
Fraction Division

The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi-structure interviewed. The findings of the study showed that the tendency of students’ procedural knowledge dominated to their conceptual knowledge in solving the fraction division problem. Furthermore, it was found several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, students’ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent faults and misconceptions. In conclusion, it was substantial to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.

PENGEMBANGAN PERANGKAT PEMBELAJARAN MENGGUNAKAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DENGAN INTEGRASI NILAI-NILAI KARAKTER DI SMAN I TUGUMULYO

2014 ◽  
Vol 13 (3) ◽  
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf
Keyword(s):  
Teaching And Learning ◽  
Lesson Plan ◽  
Development Stage ◽  
Design Stage ◽  
Learning Tools ◽  
Test Results ◽  
Learning Materials ◽  
Is Research ◽  
Efficacy Trials

<p>The research is motivated not yet using CTL approach. In addition, the study provided yet foster the character value of students. This study aimed to the development of learning materials by using CTL approach with the integration of character value are valid, practical, and effective. The type of this research is research and development by using 4-D models. The stages of this research are define, design, and development. The define stage consists of analyzing of curriculum, students, and concept. Then, the learning materials as lesson plan, handout, student’s worksheet, and evaluation, were designed at design stage. The development stage was doing validity, practicality, and effectiveness test. The data of this research was collected by using validation instruments, questionnaire of students and teacher, observation and test instruments. The result of research with validity of the test results showed that the syllabus, lesson plans, teaching materials, worksheets and assessment sheets (cognitive, affective and psychomotor) developed very valid. The test results showed that the learning practicalities developed very practical. Based on the results of efficacy trials, it was stated that the developed learning very effectively used as learning tools are developed to improve the activity and competence of students in the cognitive, affective and psychomotor and behavioral character. And Those, learning materials by using CTL approach with the integration of character values are classification of very valid, very practical, and effective.</p>

The Finkleman Preparation: A Computer Simulation for Teaching Undergraduate Students of Pharmacology

1994 ◽  
Vol 22 (6) ◽  
pp. 474-480
Author(s):  
David Dewhurst ◽  
Ian Hughes ◽  
Richard Ullyott
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Computer Assisted ◽  
Learning Program ◽  
Computer Assisted Learning ◽  
Sympathetic Nerve Stimulation ◽  
Chart Recorder ◽  
Experimental Protocols ◽  
Evoked Contractions

An interactive computer-assisted learning program is described, which simulates a number of experiments which can be performed on the isolated, innervated duodenum of the rabbit (the Finkleman preparation). This preparation is one of the classical pharmacological preparations used to demonstrate to undergraduate students the effects of selected drugs: those acting on adrenoceptors or intestinal smooth muscle, or those affecting responses to sympathetic nerve stimulation. The program runs on any IBM compatible PC, and makes use of text and high resolution graphics to provide a background to the experiments and to describe the methodology. A screen display which emulates a chart recorder presents simulated results (spontaneous or evoked contractions of the gut), derived from actual data, in response to the selection by students of predetermined experimental protocols from a menu. The program is designed to enhance or replace the traditional laboratory-based practical using this preparation, whilst achieving the majority of the same teaching and learning objectives.

scholarly journals Towards modeling of human skilling for electrical circuitry using augmented reality applications

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ana Villanueva ◽  
Ziyi Liu ◽  
Yoshimasa Kitaguchi ◽  
Zhengzhe Zhu ◽  
Kylie Peppler ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Cognitive Assessment ◽  
Teaching And Learning ◽  
Stem Learning ◽  
Educational Value ◽  
Learning Content ◽  
Hands On ◽  
Specific Learning

AbstractAugmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

Innovation Failure: Losing Sight of the Big Picture

2013 ◽  
Vol 14 (4) ◽  
pp. 301-306 ◽  
Author(s):  
Anna Fortoul Obermöller
Keyword(s):  
Teaching And Learning ◽  
Innovation Process ◽  
Multiple Perspectives ◽  
Passenger Car ◽  
Complex Process ◽  
Significant Step ◽  
Big Picture ◽  
Entrepreneurial Activities ◽  
The Impact

The Case Study section of the International Journal of Entrepreneurship and Innovation serves two purposes. First, the case studies presented are concerned with problematical issues that are pertinent to students of entrepreneurship. Thus they constitute appropriate teaching and learning vehicles on a variety of postgraduate and undergraduate programmes. Each case study is accompanied by a set of guidelines for the use of tutors. Second, it is envisaged that those engaged in entrepreneurial activities will find the cases both interesting and useful. The case of PSA Peugeot Citroën's electric passenger car is an example of an innovation perceived as a failure because of its disappointing sales volume. Yet, by limiting our assessment of the electric passenger car to a short-term perspective, we may miss out on an essential part of its value. As part of a wider innovation process, the electric passenger car project is a significant step for PSA in its expertise regarding electric vehicles. Key learning outcomes: (a) to understand that innovation is a complex process with fuzzy frontiers, both in time and space; (b) to understand that innovation is a long-term investment with spillovers into other projects; (c) to be aware of the multiple perspectives that may be adopted when examining innovation; and (d) to be aware of the impact of labelling a project a failure.

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