Teaching Learning Strategies: Connections to Bloom's Taxonomy

Students in computer science courses entering higher education begin with computer thinking and programming languages in a curricular unit (CU) that can be referred to in various ways, like CS1 or programming fundamentals. This CU is very important for the academic and professional path of those students. Teachers and those responsible for those courses must carefully define the learning objectives, the learning strategies and the assessment of this teaching-learning. Bloom's taxonomy, in its different variations, is a powerful tool that helps in these tasks and that gives clear indications on the language that is to be used - which is useful for perceiving both the level of colleagues and the level of accreditations and assessments of courses. This article provides a detailed description of Bloom's taxonomy and its changes over the years. Studies carried out in the context of teaching fundamentals of programming and using Bloom's taxonomy are listed and analyzed. In the end, the conclusions and the definition of future works are made.

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A Cognitive Level Evaluation Method Based on a Deep Neural Network for Online Learning: From a Bloom’s Taxonomy of Cognition Objectives Perspective

Frontiers in Psychology ◽

10.3389/fpsyg.2021.661235 ◽

2021 ◽

Vol 12 ◽

Author(s):

Yan Cheng ◽

Yingying Cai ◽

Haomai Chen ◽

Zhuang Cai ◽

Gang Wu ◽

...

Keyword(s):

Neural Network ◽

Online Learning ◽

Learning Strategies ◽

Deep Neural Network ◽

Evaluation Method ◽

Bloom's Taxonomy ◽

Automatic Evaluation ◽

Cognitive Level ◽

Text Data ◽

Bloom’S Taxonomy

The evaluation of the learning process is an effective way to realize personalized online learning. Real-time evaluation of learners’ cognitive level during online learning helps to monitor learners’ cognitive state and adjust learning strategies to improve the quality of online learning. However, most of the existing cognitive level evaluation methods use manual coding or traditional machine learning methods, which are time-consuming and laborious. They cannot fully mine the implicit cognitive semantic information in unstructured text data, making the cognitive level evaluation inefficient. Therefore, this study proposed the bidirectional gated recurrent convolutional neural network combined with an attention mechanism (AM-BiGRU-CNN) deep neural network cognitive level evaluation method, and based on Bloom’s taxonomy of cognition objectives, taking the unstructured interactive text data released by 9167 learners in the massive open online course (MOOC) forum as an empirical study to support the method. The study found that the AM-BiGRU-CNN method has the best evaluation effect, with the overall accuracy of the evaluation of the six cognitive levels reaching 84.21%, of which the F1-Score at the creating level is 91.77%. The experimental results show that the deep neural network method can effectively identify the cognitive features implicit in the text and can be better applied to the automatic evaluation of the cognitive level of online learners. This study provides a technical reference for the evaluation of the cognitive level of the students in the online learning environment, and automatic evaluation in the realization of personalized learning strategies, teaching intervention, and resources recommended have higher application value.

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Using the Medicine Wheel for Curriculum Design in Intercultural Communication

Multicultural Instructional Design ◽

10.4018/978-1-5225-9279-2.ch032 ◽

2020 ◽

pp. 686-711

Author(s):

Marcella LaFever

Keyword(s):

Intercultural Communication ◽

Curriculum Design ◽

Ways Of Knowing ◽

Bloom's Taxonomy ◽

Indigenous Communities ◽

Truth And Reconciliation Commission ◽

Medicine Wheel ◽

Truth And Reconciliation ◽

Bloom’S Taxonomy ◽

Teaching Learning

In December 2015, the Truth and Reconciliation Commission of Canada released its calls to action for reconciliation related to the oppressive legacy of Indian Residential Schools. Required actions include increased teaching of intercultural competencies and incorporation of indigenous ways of knowing and learning. Intercultural Communication as a discipline has primarily been developed from euro-centric traditions based in three domains of learning referred to as Bloom's taxonomy. Scholars and practitioners have increasingly identified problems in the way that intercultural competency is taught. The decolonization of education is implicated in finding solutions to those problems. Indigenization of education is one such effort. This chapter posits the Medicine Wheel, a teaching/learning framework that has widespread use in indigenous communities, for use in instructing intercultural communication. Bloom's taxonomy of the cognitive, psychomotor, and affective domains, is missing the fourth quadrant of the Medicine Wheel, spiritual. Examples of the spiritual quadrant are offered.

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Merunut Pemahaman Taksonomi Bloom: Suatu Kontemplasi Filosofis

Humaniora ◽

10.21512/humaniora.v1i2.2878 ◽

2010 ◽

Vol 1 (2) ◽

pp. 359

Author(s):

Dominikus Tulasi

Keyword(s):

Critical Thinking ◽

General Education ◽

Student Behavior ◽

Empirical Evaluation ◽

Bloom's Taxonomy ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Student Centered Learning ◽

Bloom’S Taxonomy ◽

Teaching Learning

This article would like to share the use of Bloom's taxonomy as a cognitive framework for teaching-learning process to undertake the way student-centered learning. Related to the curriculum based competence in excellent education, the abstract cognitive in applying Bloom’s taxonomy is so called scaffolding. We know the taxonomy Bloom is a six-level classification system that uses observed student behavior to infer and absorb the level of cognitive achievement domain. This article surveys thinking within general education and management education, which uses and draws on Bloom's taxonomy, and then describes suggested uses of the taxonomy. The empirical evaluation of its effect on student achievement follows, as do thoughts about ways colleagues might use this tool to empower and motivate students as self-responsible learners in the classroom. The objective is to promote higher order thinking in college students, we understood an effort to learn how to assess critical-thinking skills in an introductory course. It means, we develop a process by which questions are prepared with both content and critical-thinking skills in mind.

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Using the Medicine Wheel for Curriculum Design in Intercultural Communication

Promoting Intercultural Communication Competencies in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1732-0.ch007 ◽

2016 ◽

pp. 168-199

Author(s):

Marcella LaFever

Keyword(s):

Intercultural Communication ◽

Curriculum Design ◽

Ways Of Knowing ◽

Bloom's Taxonomy ◽

Indigenous Communities ◽

Truth And Reconciliation Commission ◽

Medicine Wheel ◽

Truth And Reconciliation ◽

Bloom’S Taxonomy ◽

Teaching Learning

In December 2015, the Truth and Reconciliation Commission of Canada released its calls to action for reconciliation related to the oppressive legacy of Indian Residential Schools. Required actions include increased teaching of intercultural competencies and incorporation of indigenous ways of knowing and learning. Intercultural Communication as a discipline has primarily been developed from euro-centric traditions based in three domains of learning referred to as Bloom's taxonomy. Scholars and practitioners have increasingly identified problems in the way that intercultural competency is taught. The decolonization of education is implicated in finding solutions to those problems. Indigenization of education is one such effort. This chapter posits the Medicine Wheel, a teaching/learning framework that has widespread use in indigenous communities, for use in instructing intercultural communication. Bloom's taxonomy of the cognitive, psychomotor, and affective domains, is missing the fourth quadrant of the Medicine Wheel, spiritual. Examples of the spiritual quadrant are offered.

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Revised Bloom’s taxonomy and major theories and frameworks that influence the teaching, learning, and assessment of mathematics: a comparison

International Journal of Mathematical Education in Science and Technology ◽

10.1080/0020739x.2018.1549336 ◽

2018 ◽

Vol 50 (6) ◽

pp. 895-920 ◽

Cited By ~ 3

Author(s):

Farzad Radmehr ◽

Michael Drake

Keyword(s):

Bloom's Taxonomy ◽

Revised Bloom's Taxonomy ◽

Bloom’S Taxonomy ◽

Teaching Learning

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Bloom’s Taxonomy: Improving Assessment and Teaching-Learning Process

Journal of Education and Educational Development ◽

10.22555/joeed.v3i2.1034 ◽

2016 ◽

Vol 3 (2) ◽

pp. 203 ◽

Cited By ~ 5

Author(s):

Muhammad Tufail Chandio ◽

Saima Murtaza Pandhiani ◽

Saima Iqbal

Keyword(s):

Secondary Education ◽

Learning Process ◽

Research Study ◽

Bloom's Taxonomy ◽

Secondary Level ◽

Assessment System ◽

Bloom’S Taxonomy ◽

The Subject ◽

Teaching Learning ◽

Level Of Analysis

This research study critically analyzes the scope and contribution of Bloom’s Taxonomy in both assessment and teaching-learning process. Bloom’s Taxonomy consists of six stages, namely;remembering, understanding, applying, analyzing, evaluating and creating and moves from lower degree to the higher degree. The study applies Bloom’s Taxonomy to the prevailing assessment system at the level of secondary education in Sindh. The data are collected from the last five years’ question papers used by the Board of Intermediate and Secondary Education (BISE), Karachi, Hyderabad Sukkur at secondary level for the subject of English. The questions asked in these papers are classified and analyzed from the vintage point of Bloom’s Taxonomy to determine whether the present assessment system focuses on the lower degrees of learning like remembering, understanding, applying or it transcends to the higher degrees such as analyzing, evaluating and creating. The data are quantitative hence SPSS. 20 is used to analyze and draw conclusions and results. The findings of this study will help to improve both assessment and teaching-learning process, which will hopefully uplift the learner from the sheer practices of description, rote-learning and memorization to the profound level of analysis, evaluation and creativity.

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Bloom’s Taxonomy: Reforming Pedagogy Through Assessment

Journal of Education and Educational Development ◽

10.22555/joeed.v8i1.308 ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Muhammad Tufail Chandio ◽

Nishat Zafar ◽

Ghulam Muhiuddin Solangi

Keyword(s):

Learning Process ◽

Bloom's Taxonomy ◽

Assessment System ◽

Pedagogical Practices ◽

Analytical Skills ◽

Learning Practices ◽

Bloom’S Taxonomy ◽

Sindh Province ◽

Teachers And Students ◽

Teaching Learning

The study analyses the scope and role of Bloom’s Taxonomy in reforming teaching-learning practices in the classroom. Bloom’s Taxonomy propounds that teaching-learning process and assessment items should transcend beyond lower domains of learning i.e. remembering, understanding and applying to the higher domains of learning namely analysing, evaluating and creating. However, this study establishes that teacher always teach in accordance with the normative assessment patterns and students also learn accordingly. In this case, if assessment system is predominantly focused on lower domains, the teaching-learning practices will never transcend to higher domains. This study employs Bloom’s Taxonomy to categorise and analyse each item included in the annual question papers designed by the Boards of Intermediate and Secondary Education (BISE) Karachi, Hyderabad, Sukkur and Mirpurkhas for the subject of English for grade XII. At Sindh province level, it has been found that 74% is exhausted for the lower domains whereas only 26% is used for higher domains. Given to the normative assessment practices, teachers and students would remain focused only on the lower domains, but by altering the course, the pedagogical practices and teaching-learning process in Sindh province can remarkably be reformed and transformed from sheer memorization and rote-learning to critical thinking, solution-making, knowledge-building process and analytical skills

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Benefícios do flipped classroom no período pré-clínico: uma revisão sistemática

International Journal of Health Education ◽

10.17267/2594-7907ijhe.v3i1.2100 ◽

2019 ◽

Vol 3 (1) ◽

pp. 68

Author(s):

Ticiane Rodrigues Figueiredo ◽

Iêda Maria Barbosa Aleluia

Keyword(s):

Academic Performance ◽

Flipped Classroom ◽

Qualitative Evaluation ◽

Bloom's Taxonomy ◽

Teaching Methodology ◽

Process Data ◽

Active Teaching ◽

Bloom’S Taxonomy ◽

Electronic Database Search ◽

Teaching Learning

INTRODUCTION: Flipped Classroom (FC) is an active teaching methodology in which the lower levels of Bloom's taxonomy are realized at home: watching videos made available by teachers or studying through the teaching material offered, while the classroom is reserved to work the levels of taxonomy through discussions. OBJECTIVE: Identify the benefits of the HR method compared to traditional education in the pre-clinical years of medical graduation. METHODS: Systematic review through electronic database search in the period defined between 12/31/1999 and 6/25/2017. RESULTS: A total of 262 articles were found, of which 04 fully satisfy the inclusion and exclusion criteria previously established. The academic performance measured through applied tests was superior in the FC method in two studies. One study demonstrated that students performed better on analysis-type questions, according to Bloom's taxonomy. In the FC method the students had contact with more sources of study. In addition, the studies that brought qualitative evaluation of the students about the methodology obtained opinions favorable to its application. CONCLUSION: The FC method was advantageous in motivating students. The results suggest that this method promotes greater content retention. The FC methodology becomes superior to traditional teaching in the analysis-type questions, according to Bloom’s taxonomy, indicating the possibility that this method is better to address higher levels of complexity in the teaching-learning process. Data related to students' academic performance in each method are still inconclusive.

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

ThufuLA Jurnal Inovasi Pendidikan Guru Raudhatul Athfal ◽

10.21043/thufula.v4i1.1939 ◽

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

Penelitian ini bertujuan untuk mendeskripsikan strategi pembelajaran:games simulation method(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 games simulation method. 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 games simulation methodkarena 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.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.

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