scholarly journals A Content Analysis of the WH-Questions in the EFL Textbook of That's Right

2020 ◽  
Vol 7 (3) ◽  
pp. 220-243
Author(s):  
Abdul Kareem Igbaria ◽  
Asmaa Ghanayem
Keyword(s):  
Content Analysis ◽  
Lower Order ◽  
Cognitive Skills ◽  
English Education ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
High Order ◽  
Bloom’S Taxonomy ◽  
Wh Questions ◽  
High Order Thinking

In the current study, the researchers analyzed the units of the textbook “That’s Right” for 10th grade students for English teaching in Israel. The study examined the WH- questions found in the textbook according to the various cognitive levels of Bloom’s Taxonomy.  By using Bloom's taxonomy, the researchers attempted to understand whether WH-questions used in the textbook emphasize high-level thinking and cognitive skills development. The question of this study is: To what extent do the WH-questions in the textbook “That’s Right” emphasize higher order thinking skills? Content analysis was performed for the questions for five study units in the textbook. The question served as the unit of analysis for this research. A WH-question is defined as a question beginning with a WH-word and ending with a question mark. The questions were collected, listed, and analyzed according to Bloom's taxonomy, according to which thinking skills are divided into low and high orders. Low order thinking skills are knowledge, comprehension, and application. High order thinking skills are: analysis, synthesis, and evaluation. Percentages and frequencies of each cognition level were calculated for each book unit separately and for all the units combined. Validation and reliability checks were performed to validate this study. The results showed that 245 out of the 324 questions emphasized cognition levels that develop lower order thinking skills, while only 79 questions emphasized the three levels that use high order thinking skills. The textbook "That’s Right" questions place most emphasis on comprehension and knowledge, which are both connected to lower order thinking skills. This may result in lower cognitive abilities among students and should be further investigated to create better language skills in future generations. Additional studies of English textbooks at various age levels using content analysis are recommended.  These studies will show which cognitive skills are developed in English materials and will improve future English education in Israel.

READING EXERCISES FOR VIII GRADE STUDENTS BASED ON BLOOM’S TAXONOMY

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Intan Permata Sari And Indra Hartoyo
Keyword(s):  
Data Analysis ◽  
Lower Order ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Level Of Education ◽  
Bloom’S Taxonomy

This study is aimed at (1) analyzing reading exercises based Bloom’s taxonomy for VIII grade in English on Sky textbook. (2) Found the distribution of the lower and higher order thinking skill in reading exercises. (3) To reason for level reading exercises. After analyzed the data, the result of the data analysis also infers that the six levels of Bloom’s taxonomy in reading exercises weren’t applied totally. The creating skill doesn’t have distribution in reading exercise, and the understanding – remembering level more dominant than another levels. The distribution of the higher order thinking level was lower than the lower order thinking level and the six levels are not appropriate with the proportion for each level of education based Bloom’s taxonomy, such as the distribution of the creating level in the reading exercise must be a concern because no question that belong to the creating level. It was concluded that reading exercises in English on Sky textbook cannot improve students' critical thinking skills for VIII grade.

scholarly journals Examining Bloom’s Taxonomy in Multiple Choice Questions: Students’ Approach to Questions

2021 ◽  
Author(s):  
J. K. Stringer ◽  
Sally A. Santen ◽  
Eun Lee ◽  
Meagan Rawls ◽  
Jean Bailey ◽  
...  
Keyword(s):  
Lower Order ◽  
Multiple Choice ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Higher Order ◽  
Multiple Choice Questions ◽  
Analytic Thinking ◽  
Bloom’S Taxonomy ◽  
Degree Of Confidence ◽  
Clinical Reasoning Skills

Abstract Background Analytic thinking skills are important to the development of physicians. Therefore, educators and licensing boards utilize multiple-choice questions (MCQs) to assess these knowledge and skills. MCQs are written under two assumptions: that they can be written as higher or lower order according to Bloom’s taxonomy, and students will perceive questions to be the same taxonomical level as intended. This study seeks to understand the students’ approach to questions by analyzing differences in students’ perception of the Bloom’s level of MCQs in relation to their knowledge and confidence. Methods A total of 137 students responded to practice endocrine MCQs. Participants indicated the answer to the question, their interpretation of it as higher or lower order, and the degree of confidence in their response to the question. Results Although there was no significant association between students’ average performance on the content and their question classification (higher or lower), individual students who were less confident in their answer were more than five times as likely (OR = 5.49) to identify a question as higher order than their more confident peers. Students who responded incorrectly to the MCQ were 4 times as likely to identify a question as higher order than their peers who responded correctly. Conclusions The results suggest that higher performing, more confident students rely on identifying patterns (even if the question was intended to be higher order). In contrast, less confident students engage in higher-order, analytic thinking even if the question is intended to be lower order. Better understanding of the processes through which students interpret MCQs will help us to better understand the development of clinical reasoning skills.

BLOOM'S DIGITAL TAXONOMY AND MODEL OF DIGITAL TRANSFORMATION OF EDUCATION IN THE EDUCATIONAL PROCESS OF UNIVERSITY

2019 ◽  
pp. 42-48 ◽  
Author(s):  
M. Yu. Glotova ◽  
E. A. Samokhvalova
Keyword(s):  
Cognitive Skills ◽  
Digital Technologies ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Higher Order ◽  
Educational Process ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
The Relationship ◽  
Samr Model

The article describes the integration of digital technologies in the educational process by SAMR model (Substitution, Augmentation, Modification, Redefinition) developed by Ruben Puentedura. The stages of the use of digital technologies in the educational process are considered. The application of these technologies to improve learning is justified. The examples are given that demonstrate the stage of routine use of digital technologies at the levels of Substitution and Augmentation, and the stage of innovative use of digital technologies at the levels of Modification and Redefinition. Bloom’s taxonomy is described, which is learning through a set of concepts that begin with lower-order thinking skills and advance to higher-order thinking skills. The relationship between the SAMR model and the development of higher-order cognitive skills in Bloom’s taxonomy was studied. An example of the joint use of the SAMR model and Bloom’s taxonomy in the framework of the formation of digital competencies of future teachers when studying the discipline “Digital education technologies” is considered.

scholarly journals Adaptation Meta-Cognitive as an Educational Tool: Animated Puzzle

2018 ◽  
Vol 12 (1) ◽  
pp. 319
Author(s):  
Ida Syakirah Sudin ◽  
Suzana Ahmad ◽  
Marina Ismail ◽  
Norizan Mat Diah
Keyword(s):  
Cognitive Skills ◽  
Cognitive Activity ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
School Curriculum ◽  
High Order ◽  
Educational Game ◽  
Educational Tool ◽  
New Perspective ◽  
High Order Thinking

<p>Students need to be equipped with high order thinking skill in order to prepare them with future world. Eventhough variety of programs on teaching high order thinking skills has been implemented formally in schools in Malaysia and also placed in the school curriculum, the results are not to the satisfactory.  This research is proposing a suitable educational tool which can  increase higher thinking skills among students. Keeping in mind that learning is a conceptualized multidimensional development involving three components: cognitive learning achievement, meta-cognition and motivation, an educational game with Meta-cognitive activity is proposed.  An animated puzzle game that adapts acitivities that enables to nurture meta-cognitive skills has been developed and tested.  Heuristic testing and functionality testing has been done towards the project prototype and positive results has been obtained.  An enhancement of prototype will embark a new perspective of educational mechanism and could improve students higher order thinking skills capability.</p>

scholarly journals ANALYSIS OF SENIOR SECONDARY EXAMINATION QUESTIONS ACCORDING TO REVISED BLOOMS TAXONOMY COMPLEXITY

2020 ◽  
Vol 8 (3) ◽  
pp. 119-127
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Cognitive Skills ◽  
Cognitive Complexity ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Senior Secondary ◽  
Grade 11

In this paper attempt is made to investigate summative examination questions of grade 11 according to cognitive complexity. Total 12 senior secondary schools grade 11 question papers of the academic year 2018-19 end exams are considered in the present study. Total 384 questions are asked. In the present study conducted - theory based content analysis and qualitative methodology is employed by using revised Bloom’s taxonomy of cognitive objectives.  Higher order thinking, middle order thinking and lower order thinking skills based questions are structured.  The present research is guided by research question “What kind of cognitive skills and knowledge do grade 11 examination questions require?”  Result of the study reveals that year end examinations are demanding.  52% questions are from higher order cognitive skills.  Revised Bloom’s Taxonomy is used for designing the assessment tool.  The two higher order thinking skills categories should be more evenly present in the exam.

scholarly journals AN EFFECTIVE MOOC MODEL TO SUPPORT FREEDOM TO LEARN PROGRAM

2021 ◽  
Vol 5 (1) ◽  
pp. 111-121
Author(s):  
Ahmad Chafid Alwi ◽  
Siti Irene Astuti Dwiningrum ◽  
Suyanto Suyanto ◽  
Sunaryo Sunarto ◽  
Surono Surono
Keyword(s):  
Online Learning ◽  
Content Analysis ◽  
Student Involvement ◽  
Thinking Skills ◽  
High Order ◽  
High Order Thinking ◽  
Low Order

This study was aimed at exploring an effective and proper MOOC model which is in line with the learning need of Indonesian society, especially in pandemic era. This study was conducted by employing Content Analysis in IndonesiaX and sekolahpintar.com platforms. The data obtained were analysed by identifying the differences and the similarities of each MOOC. The results show that a good MOOC model such as IndonesiaX has a more structured presentation of content, videos with fresh visuals and excellent evaluation. The questions presented also not only measure low order thinking skills, but also present high order thinking skills questions that are not available at SekolahPintar.com. An effective MOOC model must meet the CDT (Component Display Theory) and dimensions of effective online learning, be able to motivate students to learn independently and be able to create student involvement in collaborative discussions. The motivation is more effective if it is continuously aroused by delivering proper strategies, which is in line with the need.

scholarly journals Critical Thinking Skills in a Secondary School Pakistan Studies Textbook: A Qualitative Content Analysis

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 84-95
Author(s):  
Hamna Naseer ◽  
Yaar Muhammad ◽  
Sajid Masood
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Qualitative Content Analysis ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cognitive Domains ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

The purpose of this study was to examine the critical thinking skills incorporated in text-based questions and tasks in the Pakistan Studies textbooks of secondary level. The Pakistan Studies textbook produced by the Punjab Textbook Board for ninth was analyzed using qualitative content analysis based on cognitive domains derived from six levels of revised Bloom's taxonomy. Moreover, the text-based questions were then analyzed by categorizing them under the nine pre-determined analytic categories of Socratic taxonomy. These categories depicted the questions that challenge the critical thinking skills of learners. The findings revealed that the text-based question incorporated in the selected textbook of Pakistan Studies was not conducive to developing critical thinking skills among students. Except for one question, none of the questions fell under higher-order thinking levels of revised Bloom's taxonomy. Furthermore, based on analytic categories, text-based questions showed a little inclination towards the questions of clarification, whereas none represented other categories. Therefore, textbook developers need to focus on the induction of critical thinking skills in the text-based questions and tasks of textbooks.

scholarly journals APLIKASI KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) DALAM PENGAJARAN DAN PEMBELAJARAN DI SEKOLAH JENIS KEBANGSAAN TAMIL DALAM BANDAR SEREMBAN [APPLICATION OF HOTS IN THE TEACHING OF MORAL EDUCATION IN PRIMARY SCHOOLS (SJKT) IN SEREMBAN DISTRICT]

2021 ◽  
pp. 150-156
Author(s):  
BAWANI CHANDRASAKERAM
Keyword(s):  
Moral Education ◽  
21St Century ◽  
21St Century Skills ◽  
Cognitive Skills ◽  
Primary Schools ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
High Order ◽  
Ministry Of Education ◽  
High Order Thinking

The High Order Thinking Skills Teaching (HOTS) has its own challenges and should be emphasized in the curriculum as it is one of the 21st century skills. HOTS is among the six main characteristics of the students who are the aspirations of the Ministry of Education to succeed globally. As such, pupils can enhance cognitive skills with the opportunities and spaces provided to convey views using more creative methods and not just memorizing such conventional methods. Hence, the researcher has conducted this study to find out application of Hots in the teaching of Moral education in primary schools (SJKT) in Seremban District. The design of this study is quantitative. To identify techniques and approaches used by descriptive analysis teachers were used to obtain frequency, percentage and mean. The sample of this study consisted of 148 teachers from 15 national schools in Seremban District, Negeri Sembilan. The data of this study were obtained using the questionnaire which was developed by the researcher.

scholarly journals A Descriptive Content Analysis of the Extent of Bloom’s Taxonomy in the Reading Comprehension Questions of the Course Book Q: Skills for Success 4 Reading and Writing

2016 ◽  
Author(s):  
Ömer Ulum
Keyword(s):  
Content Analysis ◽  
Reading Comprehension ◽  
Cognitive Skills ◽  
Research Question ◽  
Bloom's Taxonomy ◽  
Process Models ◽  
Reading And Writing ◽  
Descriptive Content ◽  
Content Analysis Method ◽  
Bloom’S Taxonomy

Bloom’s taxonomy is probably the most commonly used one among the cognitive process models. It is a classification system that emphasizes the procedures starting from remembering the knowledge to more complex cognitive levels like evaluating the knowledge. Firstly, the aim of this study has been to find out to what extent Bloom’s taxonomy is referred in reading comprehension questions of an English as a Foreign Language course book. With this in mind, the research question To what extent do the reading sections of the EFL course book Q: Skills for Success 4 Reading and Writing cover the lower and higher order cognition levels of Bloom’s taxonomy? was formulated. The EFL course book Q: Skills for Success 4 Reading and Writing by Oxford Publishing was analyzed through descriptive content analysis method. Findings of the study suggested that this analyzed course book lacked the higher level cognitive skills involved in Bloom’s Taxonomy. As a result, by means of the findings, some assumptions have been reached with the aim of suggesting how the course books which are being written or will be written should refer to Bloom’s taxonomy in their reading sections.

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