Do Explicit Course-Level Learning Objectives Affect Students’ Course Perceptions and Ability to Recall Factual Knowledge and Analyze Political Problems?

2021 ◽  
pp. 1-17
Author(s):  
John M. Rothgeb
Keyword(s):  
Learning Objectives ◽  
Factual Knowledge

Constructing a Clinical Experience in the Classroom

2006 ◽  
pp. 96-106 ◽  
Author(s):  
Jennifer R. Jamison
Keyword(s):  
Learning Opportunities ◽  
Learning Objectives ◽  
Factual Knowledge ◽  
Wellness Program ◽  
Clinical Consultation ◽  
Dietary Choices ◽  
Chiropractic Education ◽  
Cognitive Environment ◽  
Authentic Classroom ◽  
The Impact

This chapter demonstrates how contemporary chiropractic education uses authentic “classroom” learning opportunities to prepare students for the clinical practice. Safe professional practice requires a combination of factual knowledge and mastery of those thinking processes required to update and selectively utilise fresh information. This chapter demonstrates how three problem-solving formats can be used to aid students achieve both of these learning objectives. The first scenario describes how, by requiring students to formulate a personal nutrition program, they become aware of the impact dietary choices have on health. An example is then provided of how skills acquired in the area of nutrition can be expanded to incorporate the various dimensions of wellness and transferred into a situation in which a wellness program is negotiated with a client. The final scenario explores how simulated cases can be used in the classroom to create a cognitive environment that simulates and prepares students for the clinical consultation.

The change in the intended Senior High School Chemistry Curriculum in China: focus on intellectual demands

2020 ◽  
Vol 21 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Bing Wei
Keyword(s):  
High School ◽  
Cognitive Processes ◽  
Cognitive Learning ◽  
Two Dimensions ◽  
Senior High School ◽  
Learning Objectives ◽  
Factual Knowledge ◽  
Chemistry Curriculum ◽  
High School Chemistry ◽  
Knowledge Types

Using Revised Bloom's Taxonomy (RBT), this study has examined the intellectual demands of the Senior High School Chemistry Curriculum (SHSCC) in China from a socio-historical perspective. Document analysis was adopted as a research method to analyze knowledge types and cognitive processes, the two dimensions of the cognitive learning objectives in the three curriculum documents of the SHSCC officially released in 1996, 2003, and 2018 respectively. The changing tendencies of the two dimensions have been found over the past two decades. As for knowledge types, Factual knowledge has increased, whilst Conceptual knowledge has decreased and Procedural knowledge has dramatically increased, and Meta-cognitive knowledge has appeared recently although in a low ratio. With regard to cognitive processes, the lower levels have been decreased, while the higher levels have been increased. Moreover, explanations have been provided for the association between the orientations of the chemistry curriculum and the extents of intellectual demands embodied in the cognitive learning objectives in these versions of the SHSCC. From these findings, it is concluded that the SHSCC in China has become increasingly demanding during the period under study and the newly emergent SHSCC is more challenging than its predecessors. The implications of this study for curriculum researchers, curriculum developers and chemistry teachers are discussed in the last part of this paper.

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.

Constructing a Clinical Experience in the Classroom

2011 ◽  
pp. 2245-2257
Author(s):  
Jennifer R. Jamison
Keyword(s):  
Learning Opportunities ◽  
Learning Objectives ◽  
Factual Knowledge ◽  
Wellness Program ◽  
Clinical Consultation ◽  
Dietary Choices ◽  
Chiropractic Education ◽  
Cognitive Environment ◽  
Authentic Classroom ◽  
The Impact

This chapter demonstrates how contemporary chiropractic education uses authentic “classroom” learning opportunities to prepare students for the clinical practice. Safe professional practice requires a combination of factual knowledge and mastery of those thinking processes required to update and selectively utilise fresh information. This chapter demonstrates how three problem-solving formats can be used to aid students achieve both of these learning objectives. The first scenario describes how, by requiring students to formulate a personal nutrition program, they become aware of the impact dietary choices have on health. An example is then provided of how skills acquired in the area of nutrition can be expanded to incorporate the various dimensions of wellness and transferred into a situation in which a wellness program is negotiated with a client. The final scenario explores how simulated cases can be used in the classroom to create a cognitive environment that simulates and prepares students for the clinical consultation.

Setting goals: The use of learning objectives in introductory psychology courses

2011 ◽  
Author(s):  
Carrie M. Brown ◽  
Amy Garczynski ◽  
Jana Hackathorn ◽  
Natalie Homa ◽  
Ursula A. Sanborn ◽  
...  
Keyword(s):  
Introductory Psychology ◽  
Learning Objectives ◽  
Psychology Courses

URGENSI EVALUASI PEMBELAJARAN DALAM PENDIDIKAN

2018 ◽  
Vol 2 (1) ◽  
pp. 65-69
Author(s):  
Moh Fachri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Validity And Reliability ◽  
Evaluation Tool ◽  
Professional Educators ◽  
Institutional Approach ◽  
Learning Evaluation ◽  
Effectiveness And Efficiency ◽  
Evaluation Of Learning

Learning process is the most important part in education as an effort to mature learners, The success of the learning process becomes a benchmark achievement of learning objectives. To know the achievement of the success of learning objectives, it must be done evaluation / assessment. In particular the purpose of evaluation to determine the progress of learning outcomes of learners after following the learning, as well as to determine the level of effectiveness and efficiency of methods, strategies that teachers use in learning. Evaluation of learning has an important and strategic meaning in education, because the learning process becomes meaningful, as well as its evaluation results can be used as a basis to determine the next step, for teachers, principals, institutions, parents, and government. The importance of learning evaluation can be seen from the approach of the learning process, the characteristics of professional educators, and the institutional approach, but it can also be seen from its purpose, function and principles and the validity and reliability of its evaluation tool.

KURIKULUM 2013 DAN ARAH BARU PENDIDIKAN AGAMA ISLAM

1970 ◽  
Vol 19 (1) ◽  
pp. 60-86
Author(s):  
Lili Hidayati
Keyword(s):  
Human Resources ◽  
Curriculum Change ◽  
Global Market ◽  
Learning Objectives ◽  
Final Evaluation ◽  
Islamic Education ◽  
Young Generation ◽  
Education Curriculum

Tulisan ini ditujukan untuk mengulas fenomena perubahan kurikulum di tahun 2013. Perubahan sebagai suatu keniscayaan tidak dapat dipungkiri juga telah merambah dunia pendidikan sebagai jawaban atas fenomena kehidupan masyarakat yang terus mengalami dinamika. Perubahan diperlukan untuk menyiapkan generasi muda dalam menyongsong Indonesia emas yang sangat membutuhkan sumber daya manusia yang berkualitas dan siap bersaing di pasar global. Dalam pendidikan Islam, perubahan kurikulum ini memberi arah yang menguntungkan di beberapa aspek. Dimulai dari tujuan pembelajaran yang mengintegrasikan tiga domain pembelajaran, proses yang lebih “manusiawi” serta evaluasi sebagai akhir yang mengakomodasi seluruh potensi peserta didik. This paper is intended to review the phenomenon of changes inthe 2013 curriculum. The changes are an undeniable necessity; it also penetrated the education world as an answer to the phenomenon of a dynamics society living. Changes are needed to prepare young generation in facing great Indonesia that needs qualified and ready human resources to compete in the global market. In Islamic education, curriculum change is to give direction favorable in some aspects. It is starting from the learning objectives that integrate the three domains of learning, a process that is more ”humane” as well as a final evaluation that accommodate all potential learners.

MODIFIKASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNEMENT DAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Sri Wahyuningtyas ◽  
Wahid Saputra
Keyword(s):  
Student Learning ◽  
Learning Model ◽  
Learning Objectives ◽  
Literature Study ◽  
Task Strategy

This literature study aims to find out whether the Teams Games Tournament learning model with task and forced strategies influences the development of Teams Games Tournament modifications and the tasks and forced students in the class. The problem in this learning is the activeness and creativity of students. The task strategy and force are chosen to complement the shortcomings of the Teams Games Tournament Learning Model. With the modifications can improve the quality of student learning, making students responsible and disciplined so that this learning is achieved. For educators, it is recommended to apply the Teams Games Tournament learning model to the task strategy and force at school, so that the learning objectives can be achieved optimally.

Da gênese do sensível a partir do inteligível

2017 ◽  
pp. 85
Author(s):  
Francisco Prata Gaspar
Keyword(s):  
Factual Knowledge ◽  
Living Nature

Resumo: É conhecida a crítica de Schelling à doutrina da ciência de Fichte, de que ela teria aniquilado todo e qualquer conceito de uma natureza viva, reduzindo esta a um mero obstáculo a ser superado para que se realizem os fins morais da razão. Será mesmo, contudo, que Schelling tem razão? Este artigo pretende refutar essa crítica schellinguiana, mostrando como a doutrina da ciência não só não padece dessa carência, como antes ela deduz a partir da própria estrutura da razão os domínios do saber, incluindo aí, evidentemente, o domínio da natureza. Essa dedução dos domínios do saber, natureza e espírito, se dará a partir da análise da estrutura de passagem do Absoluto para o saber fático, isto é, da reflexão sobre si do eu, sobretudo a partir da consideração de seus elementos kantianos: a espontaneidade prática e seu caráter eminentemente reflexionante, algo que não foi percebido por Schelling e seus seguidores.Abstract: It is well known Schelling’s critique of Fichte's doctrine of science, to wit, that it would have annihilated every concept of a living nature, reducing it to a mere obstacle to be overcome for the realization of moral ends of reason. However, is Schelling right? This paper aims to refute Schelling’s critique, showing not only how the doctrine of science does not suffer from this deficiency, but also that instead it deducts from the structure of the reason the domains of knowledge, including, of course, the domain of nature. This deduction of the domains of knowledge, nature and spirit, will be made through the analysis of the passage-structure from Absolut to the factual knowledge, that is, the I’s reflection on himself, especially through the consideration of its Kantian elements: the practical spontaneity and its eminently reflective character, something that was not realized by Schelling and his followers.

El debriefing, aprendizaje reflexivo en la simulación interprofesional

2019 ◽  
Vol 62 (0) ◽  
pp. 45-53
Author(s):  
Hugo E. Olvera ◽  
Argimira Vianey Barona Nuñez ◽  
Laura S. Hernández Gutiérrez ◽  
Erick López León
Keyword(s):  
Clinical Practice ◽  
Communication Skills ◽  
Learning Objectives ◽  
Complex Activity ◽  
Learning Space ◽  
Daily Lives ◽  
Reaction Phase ◽  
Analysis Phase ◽  
Simulation Scenario ◽  
Basic Standards

In the field of interprofessional simulation, an important element for achieving the stated objectives of the simulation scenario is the debriefing. The debriefing is a complex activity that requires certain skills, experience and knowledge from the facilitator or facilitators, who are known as debriefer/s. Their function is to make the participants reflect on the reasons for their actions, their decisions, and how they acted as a team or individually. Its purpose is the acquisition of a significant learning (achieving the learning objectives) that can subsequently be applied in their daily lives. The interprofessional debriefing styles are varied, but basically its structure integrates: a reaction phase, an analysis phase and an application phase; keeping in mind that the basic standards must be maintained when carrying out a debriefing: time, the construction of a safe learning space, identification, and the closure of knowledge gaps. The advantages of performing an interprofessional debriefing goes beyond the objectives of the simulation, since it favors the acquisition of effective communication skills, teamwork, leadership, the notion of error, etc., which can later be applied in the daily clinical practice.

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