scholarly journals Utilizing a Differentiation Framework, Piagetian Theories and Bloom’s Taxonomy to Foster Experiential Learning Activities in Chemical Engineering

2018 ◽  
Author(s):  
Brenda Hutton-Prager
Keyword(s):  
Experiential Learning ◽  
Chemical Engineering ◽  
Bloom's Taxonomy ◽  
Learning Activities ◽  
Bloom’S Taxonomy

scholarly journals How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e034962
Author(s):  
Paulina Stehlik ◽  
Christy Noble ◽  
Caitlin Brandenburg ◽  
Peter Fawzy ◽  
Isaac Narouz ◽  
...  
Keyword(s):  
Content Analysis ◽  
Learning Outcomes ◽  
Research Training ◽  
Bloom's Taxonomy ◽  
Learning Activities ◽  
Secondary Outcome ◽  
Research Experience ◽  
Accessible Information ◽  
Bloom’S Taxonomy ◽  
Assessment Activities

ObjectivesPatients do better in research-intense environments. The importance of research is reflected in the accreditation requirements of Australian clinical specialist colleges. The nature of college-mandated research training has not been systematically explored. We examined the intended research curricula of Australian trainee doctors described by specialist colleges, their constructive alignment and the nature of scholarly project requirements.DesignWe undertook content analysis of publicly available documents to characterise college research training curricula.SettingWe reviewed all publicly accessible information from the websites of Australian specialist colleges and their subspecialty divisions. We retrieved curricula, handbooks and assessment-related documents.ParticipantsFifty-eight Australian specialist colleges and their subspecialty divisions.Primary and secondary outcome measuresTwo reviewers extracted and coded research-related activities as learning outcomes, activities or assessments, by research stage (using, participating in or leading research) and competency based on Bloom’s taxonomy (remembering, understanding, applying, analysing, evaluating, creating). We coded learning and assessment activities by type (eg, formal research training, publication) and whether it was linked to a scholarly project. Requirements related to project supervisors’ research experience were noted.ResultsFifty-five of 58 Australian college subspecialty divisions had a scholarly project requirement. Only 11 required formal research training; two required an experienced research supervisor. Colleges emphasised a role for trainees in leading research in their learning outcomes and assessments, but not learning activities. Less emphasis was placed on using research, and almost no emphasis on participation. Most learning activities and assessments mapped to the ‘creating’ domain of Bloom’s taxonomy, whereas most learning outcomes mapped to the ‘evaluating’ domain. Overall, most research learning and assessment activities were related to leading a scholarly project.ConclusionsAustralian specialist college research curricula appear to emphasise a role for trainees in leading research and producing research deliverables, but do not mandate formal research training and supervision by experienced researchers.

scholarly journals How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula.

2019 ◽  
Author(s):  
Paulina Stehlik ◽  
Christy Noble ◽  
Caitlin Brandenburg ◽  
Peter Fawzy ◽  
Isaac Narouz ◽  
...  
Keyword(s):  
Content Analysis ◽  
Learning Outcomes ◽  
Research Training ◽  
Bloom's Taxonomy ◽  
Learning Activities ◽  
Secondary Outcome ◽  
Research Experience ◽  
Accessible Information ◽  
Bloom’S Taxonomy ◽  
Assessment Activities

Objectives:Patients do better in research-intense environments. The importance of research is reflected in the accreditation requirements of Australian clinical specialist colleges. The nature of college-mandated research training has not been systematically explored. We examined the intended research curricula of Australian trainee doctors described by specialist colleges, their constructive alignment, and the nature of scholarly project requirements.Design:We undertook content analysis of publicly available documents to characterise college research training curricula. Setting: We reviewed all publicly accessible information from the websites of Australian specialist colleges and their subspecialty divisions. We retrieved curricula, handbooks, and assessment-related documents.Participants: Fifty-eight Australian specialist colleges and their subspecialty divisions.Primary and secondary outcome measures: Two reviewers extracted and coded research-related activities as learning outcomes, activities, or assessments, by research stage (using, participating in or leading research) and competency based on Bloom’s Taxonomy (remembering, understanding, applying, analysing, evaluating, creating). We coded learning and assessment activities by type (e.g. formal research training, publication) and whether it was linked to a scholarly project. Requirements related to project supervisors’ research experience were noted.Results: Fifty-five of 58 Australian college subspecialty divisions had a scholarly project requirement. Only 11 required formal research training; two required an experienced research supervisor. Colleges emphasised a role for trainees in leading research in their learning outcomes and assessments, but not learning activities. Less emphasis was placed on using research, and almost no emphasis on participation. Most learning activities and assessments mapped to the ‘creating’ domain of Bloom’s Taxonomy, whereas most learning outcomes mapped to the ‘evaluating’ domain. Overall, most research learning and assessment activities were related to leading a scholarly project.Conclusions: Australian specialist college curricula appear to emphasise a role for trainees in leading research and producing research deliverables, but do not mandate formal research training and supervision by experienced researchers.

scholarly journals The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability

2021 ◽  
Vol 4 (2) ◽  
pp. 289
Author(s):  
Dwi Wiranata ◽  
I Wayan Widiana ◽  
Gede Wira Bayu
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Bloom's Taxonomy ◽  
Test Method ◽  
Learning Activities ◽  
Average Score ◽  
Development Research ◽  
Problem Solving Skills ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

The low problem-solving ability of students was due to the lack of student learning activities, so that learning activities were needed that can motivate students to learn and develop problem-solving skills. This study aimed to analyze the effectiveness of learning activities based on Revised Bloom's Taxonomy on problem-solving abilities. The type of research used was development research with a 4D model. The subjects of this study were four experts and 55 fourth-grade elementary school students. The object of this research was the effectiveness of Revised Bloom's Taxonomy-oriented learning activities. The data collection method used was the non-test method and the test method. The instruments used were questionnaires and description tests. The data analysis technique used was descriptive quantitative statistical data analysis techniques in the form of prerequisite tests and t-tests. The results of this study indicate that the average score of the experimental class was 83.50, while the control class was 74.83, and the t-test results obtained a significance value of 0.969 with an at-count of 0.00 < t-table of 0.05. This research concluded that learning activities based on Revised Bloom's Taxonomy effectively improve students' problem-solving abilities. The implication of this development research was to produce products in the form of learning activities based on Revised Bloom's Taxonomy that can train curiosity, self-confidence and improve students' problem-solving abilities.

scholarly journals Speaking materials based on active learning activities and revised Bloom’s taxonomy: development, validation, and revision

2021 ◽  
Vol 4 (2) ◽  
pp. 57-65
Author(s):  
Rampeng Rampeng ◽  
Haryanto Atmowardoyo ◽  
Nurdin Noni
Keyword(s):  
Active Learning ◽  
Bloom's Taxonomy ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Materials ◽  
Material Development ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
English Speaking ◽  
Taxonomy Development

As an international language, English becomes vital to master. In English, speaking is considered more crucial compared to listening, writing, and reading. Nevertheless, it is not an easy task to achieve. One solution which can ease learning speaking is presenting excellent learning materials for students. Thus, teachers are obliged to write and develop learning materials that are relevant, effective, and suitable for their students. This study aimed to give a clear overview of how to develop, validate, and revise Speaking learning materials according to active learning activities and Six steps in revised Bloom’s Taxonomy. This study was objected to offering a novelty as there was little discussion on developing learning materials, particularly speaking, based on active learning activities and revised Bloom’s taxonomy. This thus widens discussion in the field. The method used was Research & Development. The study suggested that learning material development required several steps, including six steps of Bloom’s taxonomy. The validation proposed the aspects of materials, the aspects of activities, the aspects of media, and the presentation aspects. The last, revision must be taken once the developed materials are found less suitable for learners.

scholarly journals An Analysis of Teaching and Learning Variations based on Bloom's taxonomy

2021 ◽  
Vol 5 (3) ◽  
pp. 394-404
Author(s):  
Aliyah Nushaibah ◽  
Elfrida Elfrida ◽  
Dedi Sofyan
Keyword(s):  
Qualitative Study ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Lesson Plans ◽  
Learning Activities ◽  
Classroom Learning ◽  
First Finding ◽  
Bloom’S Taxonomy ◽  
The Subject ◽  
Analysis Of Teaching

 This research aimed to find out the variations of teaching and learning based on Bloom’s Taxonomy, this research focused on the classroom learning activities in the lesson plans. This research employed a descriptive qualitative study. The subject of the research was nine lesson plans that developed by teahers at SMPIT IQRA. The data of this research was the classroom learning activities were classified the variations of teaching and learning based on Bloom’s Taxonomy stated in the 2013 Curriculum. The first finding showed that, there were some variations  in classroom learning activities of lesson plans. By three domains of learning based on Bloom’s Taxonomy, those are Cognitive, Affective and Psychomotor. The teachers were fulfilled the criteria of learning activities in lesson plans. But, the lesson plans still need to increase and remake the team of lesson plans system, because the lesson plans that used by teachers were same to each class in the same level.   

scholarly journals STRATEGI PEMBELAJARAN :TAKSONOMI BLOOM DALAM GAMES SIMULATION METHOD DI TINGKAT RAUDHATUL ATHFAL

2017 ◽  
Vol 4 (1) ◽  
pp. 112
Author(s):  
Novita Pancaningrum
Keyword(s):  
Early Childhood ◽  
Learning Strategies ◽  
Language Skills ◽  
Bloom's Taxonomy ◽  
Simulation Method ◽  
Learning Activities ◽  
Knowledge Analysis ◽  
Library Research ◽  
Bloom’S Taxonomy ◽  
Analysis Category

<p>Penelitian ini bertujuan untuk mendeskripsikan strategi pembelajaran:<em>games simulation method</em>(metode simulasi permainan) menggunakan taksonomi Bloom. Pengajaran bahasa untuk anak usia dini memegang peranan penting dalam perkembangan bahasanya. Strategi pembelajaran yang digunakan untuk membuat anak didik merasa senang dan tanpa beban adalah dengan <em>games simulation method. </em>Taksonomi Bloom adalah alat bagi pendidik untuk mengembangkan kemampuan bahasa secara terstruktur. Penelitian ini merupakan penelitian pustaka. Taksonomi Bloom memiliki 4 kategori yaitu kategori pengetahuan, kategori analisis, kategori sintesis, dan kategori evaluasi. Keempat kategori ini sangat bagus diberikan dengan <em>games simulation method</em>karena akan memancing anak untuk memperluas kosakata yang dimilikinya dengan pengalaman yang menyenangkan berupa permainan. Selain itu, kegiatan ini tidak akan membuat anak tertekan untuk melakukan aktivitas belajar.</p><p><em>This study aimed to describe learning strategies: the games simulation method using Bloom's taxonomy. Language teaching for early childhood plays an important role in language development. Learning strategies which used to make students feel happy and carefree is the games simulation method.Bloom's Taxonomy is a tool for educators to develop language skills in a structured way. This study is a library research. The Bloom’s Taxonomy questions have 4 categories such as: the knowledge, analysis category, synthesis category, and evaluation category. This all categories are excelent given with games simulation method because it will make student to wider his vocabularies which is they have with a nice experience in games form. Besides that, this activities will not make student under pressure doing learning activities.<br /><br /></em></p>

Applying Adult Experiential Learning Theory to Clinical Supervision: A Practical Guide for Supervisors and Supervisees

2013 ◽  
Vol 23 (3) ◽  
pp. 121-144 ◽  
Author(s):  
Patrick R. Walden ◽  
Monica Gordon-Pershey
Keyword(s):  
Experiential Learning ◽  
Case Studies ◽  
Clinical Supervision ◽  
Graduate Student ◽  
Learning Theory ◽  
Bloom's Taxonomy ◽  
Learning Model ◽  
Experiential Learning Theory ◽  
Practical Guide ◽  
Bloom’S Taxonomy

This article describes the application of adult experiential learning theory to the clinical supervision of graduate student clinicians in communication sciences and disorders. The proposed adult experiential learning model integrates enhanced and updated interpretations of Bloom’s Taxonomy. Practical tools to help supervisors and supervisees implement the model are provided: a clinical supervision worksheet and two case studies illustrating use of the model.

scholarly journals Developing Case-based Learning Activities Based on the Revised Bloom’s Taxonomy

10.28945/3496 ◽  
2016 ◽  
Author(s):  
Mathews Nkhoma ◽  
TRI K LAM ◽  
Joan Richardson ◽  
Booi H Kam ◽  
Kwok Hung Lau
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Bloom's Taxonomy ◽  
Learning Activities ◽  
Business Information Systems ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Case Based Learning

This study proposes the use of case study in teaching an undergraduate course of Introduction to Business Information Systems Development in class, based on the Revised Bloom’s Taxonomy. According to the Revised Bloom’s Taxonomy of cognitive skills, it includes six levels which are knowledge, comprehension, application, analysis, evaluation, and creation. The lower level of skill is required to be formed before progressing to the higher levels. Therefore, two lower levels of skills comprising knowledge and comprehension are inherent in the course before commencing a case study. In this study, learning activities associated with the Revised Taxonomy-based learning strategy are proposed to support the development of higher-level cognitive skills. The potential effects and benefits of these activities to teaching and learning will be discussed. A conceptual model and hypotheses will be recommended for future study.

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