scholarly journals Applying Benjamin Bloom's Taxonomy Ideas in Adult Learning

2020 ◽  
Vol 11 (1) ◽  
pp. 61-72
Author(s):  
Nataliia Grebin ◽  
Sofia Grabovska ◽  
Ruslana Karkovska ◽  
Anna Vovk
Keyword(s):  
Adult Learning ◽  
Communication Skills ◽  
General Scheme ◽  
Bloom's Taxonomy ◽  
Learning System ◽  
Task Setting ◽  
Bloom’S Taxonomy ◽  
Application Analysis ◽  
Research Goal ◽  
And Training

Aim. The research goal of this paper is to theoretically substantiate the feasibility of using Benjamin Bloom’s psychological and pedagogical model and its modifications in the adult learning system. Methods. The study used the methods of theoretical analysis, synthesis and modelling of the implementation options for Bloom’s techniques in the training of adults. Results and Conclusions. The analysis showed that the use of techniques based on Bloom’s taxonomy, modified for adult training, makes it possible to develop students’ skills and abilities to thoroughly and comprehensively analyse the problem, and to find creative, effective solutions. Such a sequence of task setting as “reproduction” (knowledge), “understanding” (comprehension), “application,” “analysis,” “evaluation,” and “creation” is proposed as a general scheme of various training for adults. In particular, an example of the design of training in developing communication skills and training in overcoming procrastination skills is given.

scholarly journals IbM BAGI GURU SMP N 34 SEMARANG DALAM MENYUSUN SOAL BERSTANDAR UN

2017 ◽  
Vol 1 (1) ◽  
pp. 76
Author(s):  
AB Prabowo KA ◽  
Suwandi Suwandi ◽  
Bambang Sulanjari ◽  
Sukma Nur Ardini
Keyword(s):  
Community Service ◽  
Bloom's Taxonomy ◽  
High Potential ◽  
Group Discussions ◽  
New School ◽  
The Third ◽  
Bloom’S Taxonomy ◽  
Key Informant ◽  
Potential Availability ◽  
And Training

The purpose achieved in this community service is teachers of SMPN 34 Semarang are able to compile the question items using UN standardized. Partner’s problem in this activity is that SMPN 34 is considered a new school which is using Curriculum 2013. In addition, their knowledge is still not adequate in preparing the question items, especially UN standardized. Even tough when it refers to their potential, they have high potential availability. Lecture methods, group discussions and training were used with key informant Dr. Dwi Anggani LinggarBharati, M.Pd and supported by prof. Dr. Suwandi, M.Pd. The first material gives participants knowledge of how the rules of standard question items are developed. The second material gives the knowledge how to form questions based on Bloom's Taxonomy. The third material gives strategies how to prepare learners to deal with UN. The final material is an essential material about the UN. Material presented by the key informant is the novelty value for this service. Therefore, the participants were very enthusiastic about the practice of composing question items based on standardized UN as the target of this event.Keywords: UN question items, Teacher of SMP 34 SemarangABSTRAKTujuan yang hendak dicapai dalam pengabdian masyarakat ini adalah para guru SMPN 34 Semarang mampu menyusun soal berstandar UN. Permasalahan mitra dalam kegiatan ini adalah SMPN 34 merupakan sekolah yang masih baru dalam menggunakan Kurikulum 2013. Selain itu, pengetahuan mereka masih sangat minim dalam menyusun soal terutama berstandar UN padahal potensi yang mereka miliki sangat tinggi. Metode ceramah, diskusi kelompok dan pelatihan digunakan dalam pengabdian ini dengan narasumber utama Dr. Dwi Anggani LinggarBharati, M.Pd dan disupport oleh Prof. Dr. Suwandi, M.Pd. Materi pertama memberikan peserta pengetahuan mengenai bagaimana kaidah pengembangan soal terstandar. Materi kedua memberikan pengetahuan bagaimana bentuk pertanyaan berdasarkan Taxonomy Bloom. Materi ketiga memberikan strategi bagaimana menyiapkan peserta didik untuk menghadapi UN. Materi terakhir adalah tentang materi esensial UN. Materi yang disampaikan oleh narasumber merupakan nilai kebaruan (novelty) bagi pengabdian ini. Oleh karena itu, peserta sangat antusias berlatih menyusun soal berstandar UN sebagai luaran pengabdian ini.Kata kunci : Soal berstandar UN, Guru SMP 34 Semarang

Kedudukan Taksonomi Bloom Menurut Perspektif Islam

2018 ◽  
Vol 2 (1) ◽  
pp. 18-26
Author(s):  
Nursyahirah Wahidah Masrom ◽  
Mahyuddin Hashim ◽  
Noorhayati Hashim ◽  
Fariza Puteh Behak
Keyword(s):  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
Application Analysis ◽  
Bloom Taxonomy ◽  
Descriptive Method ◽  
Classification Structure

Bloom’s Taxonomy known as a hierarchical framework of learning objective that is used by teachers to measure students’ higher order thinking skills based on questions in learning. There are three domain on Bloom taxonomy which is cognitive (intellectual skill), affective (generic skill) and psychomotor (practical skill). The cognitive domain of Bloom consists of six level organized in a hierarchy from lower until higher level which includes remembering, understanding, application, analysis, evaluation and creating. Since it is introduce by Benjamin Bloom in year 1956, studies have shown there are numerous Western studies have been discusess the strengths and weaknesses of Bloom Taxonomy. However, what is the position of Bloom's Taxonomy according to the Islamic perspectives? Therefore, this paper will concentrate on the criticisms by Western and Islamic perspective against Bloom’s Taxonomy. This study will be conducted using qualitative method by analysing data with descriptive method. The findings show there are criticisms and improvements in the past studies that focus on Bloom's taxonomy into four themes: (1) hierarchical structure, (2) classification structure, (3) uses and (4) new taxonomy requirements to fit the new skills required by the 21st century learning. Indeed, this article can provides a catalyst for further exploration of Islamic influence in education. Abstrak Taksonomi  Bloom merupakan  objektif  pendidikan  yang  digunakan  oleh  pendidik  untuk  mengukur  dan  meningkatkan kemahiran berfikir aras tinggi pelajar dalam pembelajaran. Terdapat tiga domain utama yang perlu dicapai iaitu kognitif (kemahiran intelektual), afektif (kemahiran generik) dan psikomotor (kemahiran praktikal teknikal). Malahan, domain ini diklasifikasikan  mengikut  enam  aras  berbentuk  piramid  yang  disusun  dari  aras  rendah  hingga  ke  aras  tinggi.  Ia merangkumi  aras  pengetahuan,  pemahaman,  aplikasi,  analisis,  sintesis  dan  penilaian.  Sejak  ia  diperkenalkan  oleh Benjamin Bloom pada tahun 1956, terdapat pelbagai kajian Barat yang membincangkan tentang kekuatan dan kelemahan Taksonomi Bloom. Namun, bagaimana pula kedudukan Taksonomi  Bloom  menurut perspektif Islam? Oleh  itu, artikel ini  membincangkan  kritikan  Barat  dan  pandangan  Islam  terhadap  taksonomi  Bloom.  Kajian  ini  menggunakan  kaedah kualitatif  di  mana  data  akan  dianalisis  melalui  kaedah  deskriptif.  Hasil  kajian  mendapati  terdapat  kritikan  dan penambaikan  dari  kajian  lepas  yang  menfokuskan  taksonomi  Bloom  kepada  empat  tema:  (1)  susunan  hierarki,  (2) pengelasan struktur, (3) kegunaan dan (4) keperluan kepada taksonomi yang baru sesuai dengan arus pembelajaran abad ke 21. Kajian ini juga dilihat sebagai pemangkin awal bagi meluaskan bidang pengukuran Islam dalam sistem pendidikan di Malaysia.

scholarly journals The design and implementation of an Arabic pronunciation application for early childhood

2019 ◽  
Vol 9 (2) ◽  
pp. 136 ◽  
Author(s):  
Nahla Aljojo ◽  
Asmaa Munshi ◽  
Wafa Almukadi ◽  
Ihdaa Alanaya ◽  
Azida Zainol ◽  
...  
Keyword(s):  
Bloom's Taxonomy ◽  
Early Learning ◽  
Age Group ◽  
Learning Skills ◽  
Short Vowels ◽  
Bloom’S Taxonomy ◽  
E Learning ◽  
Oral Skills ◽  
And Training ◽  
Better Than

Learning is not limited to a certain age group or a formal study environment.  However, the first eight years, and particularly the first three years, are most important, as the effects of the care and attention provided to the child during this period will continue throughout his or her life. A child’s early learning processes develop their educational abilities and skills, and fosters their academic achievements.Preschool can be very benefit to development and learning for children, but there are differences between countries in this area. It can reduce the repetition in the classroom and can raise achievement scores for students through the preschool programs of high quality (Jacobson and Linda 2008). There are many applications in the Middle East that teach kids, but there is didn't link between the vowels of the Arabic alphabet characters and verbally voice for each character and training to select correct format of Arabic alphabet like (fatha, dama and kasra). This study aims to develop an educational application for children from the ages of 3 to 5 to help them improve their skills and abilities. The application will also prepare them for school by teaching them the Arabic letters, pronunciation and the short vowels (fatha, dama and kasra). The application also aims to help children communicate and interact more effectively with their external environment by employing several theories about learning skills, such as Piaget’s Theory of Cognitive Development, Edger Dale’s Cone of Learning and Bloom's Taxonomy of Cognitive Goals. The application will focus on the first three levels of Bloom's Taxonomy Pyramid which are ‘Remember’, ‘Understand’ and ‘Apply’. Furthermore, the application will be designed to aid children with their Arabic pronunciation, and aural and oral skills, and train and educate them in preparation for attending school. The expected result is that it will be considerably better than educational books for children’s education. Combining education and play in e-learning applications is an important way to attract children. 

scholarly journals The Role of Technology in Reforming Design Education

Cubic Journal ◽  
2021 ◽  
pp. 4-15
Author(s):  
Jae-Eun Oh ◽  
Francesco Zurlo
Keyword(s):  
Design Education ◽  
Bloom's Taxonomy ◽  
Taxonomic Structure ◽  
Bloom’S Taxonomy ◽  
Application Analysis ◽  
The 1950S ◽  
Normative Models ◽  
Structure Of Education

Design education has significantly changed since the 1950s. The era depended widely on normative models such as those proposed by Benjamin Bloom (Bloom et al. 1956) and his collaborators, which resulted in the formulation of Bloom's Taxonomy. Comprising six interchangeable layers (knowledge, comprehension, application, analysis, synthesis, and evaluation) of higher and lower thinking, Bloom's taxonomy sets in place an archetypal model for education that thrives on object-driven goals. Here, pedagogical interchange and the object-driven and organised structure of education can adapt to each layer within the taxonomic structure.

scholarly journals An analytic study of the levels of evaluation questions in English courses in Syrian secondary schools according to Bloom’s Taxonomy

2018 ◽  
Vol 222 (1) ◽  
pp. 25-38
Author(s):  
M. Maysoun Shams aldiyn Al-Skaf
Keyword(s):  
Secondary Schools ◽  
Bloom's Taxonomy ◽  
Quantitative Approach ◽  
Analytic Study ◽  
Thinking Skill ◽  
Bloom’S Taxonomy ◽  
Application Analysis ◽  
Syrian Arab Republic ◽  
Assessment Questions ◽  
Levels Of Evaluation

.This study aims to classify the levels of assessment questions according to Bloom's taxonomy in English course for eleventh grade in Syria and to analyze the percentage of questions in each level (recall, comprehension, application, analysis, synthesis, and evaluation). The sample of the study consists of student's book for eleventh grade in Syrian Arab Republic. The study follows the quantitative approach by making use the following tool: an analysis card to measure the frequency of assessment questions. The results show that assessment questions in English student’s book for eleventh grade cover all levels of Bloom’s Taxonomy. The percentages are: recall 51.65%, comprehension 14.89%, application 9,02%, analysis 2.8%, synthesis 7.48%, and evaluation 2.63%. Thus, recall which is the lowest thinking skill is the most frequent level of questions whereas evaluation is the least occurring level

Bloom's Taxonomy in Action

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Jeanne Schlesinger ◽  
Adam Persky ◽  
Faculty Learning Community
Keyword(s):  
Bloom's Taxonomy ◽  
Bloom’S Taxonomy
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