scholarly journals The analysis of 9th grade chemistry curriculum and textbook according to revised Bloom’s taxonomy

2020 ◽  
Vol 15 (1) ◽  
pp. 9-20
Author(s):  
Seraceddin Levent Zorluoglu ◽  
Aydin Kizilaslan ◽  
Melek Donmez Yapucuoglu
Keyword(s):  
Learning Outcomes ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Factual Knowledge ◽  
Chemistry Curriculum ◽  
9Th Grade ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

The aim of this study is to taxonomically analyse the 9th grade Turkish chemistry curriculum. A descriptive analysis method is used throughout the study. The document analysis is applied as a method to construct the codes and themes to reflect the results of the study. The results of the study exhibit that most of learning outcomes of the 9th grade chemistry curriculum focus on understand level (61%), and other levels of outcomes are remember (16%), apply (5%), analyse (13%), evaluate (0%) and create (5%). In addition, learning outcomes in the distribution of the cognitive domain are conceptual knowledge (79%), factual knowledge (16%), metacognitive knowledge (5%) and procedural knowledge (0%). The analysis of the textbook clearly shows that majority of the outcomes of units are based on conceptual knowledge and factual knowledge in particular units; however, the textbook has no learning outcomes as procedural and metacognitive in some units such as second, third and fourth units. Keywords: Chemistry curriculum; revised Bloom’s taxonomy; secondary science education;

A Model of Designing Online Assignments Based on the Revision of Bloom's Taxonomy

2016 ◽  
pp. 186-193 ◽  
Author(s):  
Congwu Tao
Keyword(s):  
Online Teaching ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Bloom's Taxonomy ◽  
Factual Knowledge ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Online Assignments ◽  
Online Instructor

Online assignments play an important role in online teaching and learning, and the revised Bloom's Taxonomy has been proved to be valuable for real teaching and learning. But few research efforts are put into combining online assignment design with the revised Bloom's Taxonomy. This chapter is to propose a model of designing online assignments based on the revised Bloom's Taxonomy, which can be used as a guide for online instructor to design a comprehensive online assignment with helping the students to master the four types of knowledge–factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge–and at the same time help the students develop the six-stage cognitive process.

scholarly journals English Standar Kompetensi, Kompetensi Dasar, & Ujian Nasional of SMA in Revised Bloom`s Taxonomy

2017 ◽  
Vol 2 (2) ◽  
pp. 156
Author(s):  
Putri Kamalia Hakim
Keyword(s):  
Content Analysis ◽  
Research Design ◽  
Conceptual Knowledge ◽  
Bloom's Taxonomy ◽  
Factual Knowledge ◽  
Analysis Method ◽  
Test Items ◽  
Revised Bloom's Taxonomy ◽  
Content Analysis Method ◽  
Bloom’S Taxonomy

Abstract: This study was conducted to investigate the coverage of Revised Bloom’s taxonomy in the English Standar Kompetensi (SK), Kompetensi Dasar (KD) and the English test items of Ujian Nasional for SMA. Content analysis method was chosen as the research design for this study. The writer analyzed the data by categorizing the verbs and the nouns of the data in relation to the categories and dimension of Revised Bloom’s Taxonomy. The results of this study revealed that 53% of SKs and KDs cover Understand category and the rest cover Analyze category. All of the SKs and KDs cover conceptual knowledge and other knowledge dimensions are not covered. Moreover, the coverage of Revised Bloom’s Taxonomy in English test items of Ujian Nasional for SMA is not aligned with the coverage of Revised Bloom’s Taxonomy in English SK and KD. The SKs and KDs only cover Remember, Understand, Apply and Analyze categories while the test items were associated with Remember, Understand, Apply, Analyze, and Evaluate categories. More than 90% of English test items of Ujian Nasional for SMA only covered low order of cognitive categories (Remember, Understand, and Apply). Most of the test items covered factual knowledge and the rest of them covered conceptual knowledge and none of them covered procedural and metacognitive knowledge. 

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.

scholarly journals Steps of Designing a Personal Questions Bank in a Pedagogical Way

2020 ◽  
Vol 10 (6) ◽  
pp. 638
Author(s):  
Mona M. Hamad ◽  
Ehab S. Alnuzaili
Keyword(s):  
Learning Outcomes ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Whole Process ◽  
Bloom’S Taxonomy ◽  
Complicated Process ◽  
Different Types ◽  
The Difference ◽  
Intended Learning Outcomes ◽  
Different Levels

Teaching is one of the most important professions that affect different aspects of life. Despite the difference between teaching and testing process, they have a huge interdependent and integrated relation. Teasing information out of them is a complicated process when they are separated. The educational objectives can’t be achieved without the integration between teaching and testing .This paper addresses steps of designing a questions bank that may help teachers come out with perfect tests that evaluate different levels of Bloom’s Taxonomy cognitive domain, backwash the whole process of the course learning, and reflect intended learning outcomes (ILOs). This paper helps teachers design their questions bank while they are teaching and illustrates steps of feeding it with different types of questions using the cognitive domain of Bloom’s Taxonomy, table of specification (TOS) and level of difficulties in a pedagogical way.

scholarly journals LEVELS OF COGNITIVE DOMAIN OF TASKS IN ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL: A REVISED BLOOM’S TAXONOMY ANALYSES

2021 ◽  
Vol 14 (2) ◽  
pp. 92-105
Author(s):  
Rustiyani Rustiyani ◽  
Dedi Sofyan ◽  
Syafryadin Syafryadin
Keyword(s):  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Cognitive Level ◽  
Cognitive Dimension ◽  
Instructional Activity ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
English Textbooks ◽  
Bloom Taxonomy ◽  
Dominant Activity

This study is a descriptive qualitative which aims to know the appropriateness of the textbook’s content with the cognitive dimension of Revised Bloom’s Taxonomy and to know the dominant cognitive category of the Revised Bloom’s Taxonomy in the textbook. This research was focused on analyzing the English Textbook, “Pathway to English”, which is published by Erlangga. The data was analyzed through data analysis table to categorize the activity with defined as any one of the following: a question or instructional activity, based on cognitive dimension. The result showed that there are 271 activities in the textbook. The activities spread over 105 (38.7%) remembering, 76 (28%) understanding, 48 (17.7%) applying, 28 (10.3%) analyzing, 7 (2.6%) evaluating, and 7 (2.6%) creating. The total number of activities that included to HOTS are 42 activities or 15.5% and the activities that included to LOTS are 229 activities or 84.5%. The most dominant activity was remembering which the lowest dimension of cognitive level of Revised Bloom Taxonomy. Then, the number of LOTS and HOTS activities in each chapter are very different. Hence, it is not enough if the teacher just only uses the English textbook as a teaching tool to improve students HOTS ability.

scholarly journals Predicting the Mathematical Abstraction Processes Using the Revised Bloom’s Taxonomy: Secondary School 7th Graders

2022 ◽  
Vol 9 (2) ◽  
pp. 237-256
Author(s):  
Elif Kilicoglu ◽  
Abdullah Kaplan
Keyword(s):  
Secondary School ◽  
Conceptual Knowledge ◽  
Descriptive Analysis ◽  
Bloom's Taxonomy ◽  
Cognitive Mechanisms ◽  
Revised Bloom's Taxonomy ◽  
Purposeful Sampling ◽  
Bloom’S Taxonomy ◽  
Mathematical Abstraction

In this study, it was investigated whether it would be possible to observe abstraction processes of secondary school 7th graders using the Revised Bloom’s Taxonomy. For this purpose, eight students participated in the study. The study was conducted at a state secondary school in Turkey. Purposeful sampling method was used in the selection of students and different students were examined by their achievement levels. The research was modeled as a case study and the data were obtained through interviews. Therefore, the data were collected through an interview form developed by the researchers. The collected data were analyzed according to descriptive analysis method. The findings show that the abstraction process differs according to the dimensions of the taxonomy. Accordingly, it was determined that a student who abstracts information should behave at least at the application level in the cognitive level and at least at the conceptual knowledge level in the knowledge dimension. It was also considered that the Revised Bloom’s Taxonomy categorized the cognitive mechanisms required by abstraction processes thoroughly. Supporting this study with quantitative data is suggested so that the findings may become more significant. Keywords: mathematical abstraction, mathematics education, equations, Revised Bloom’s Taxonomy, APOS theory

scholarly journals The intellectual demands of the intended chemistry curriculum in Czechia, Finland, and Turkey: a comparative analysis based on the revised Bloom's taxonomy

2020 ◽  
Vol 21 (3) ◽  
pp. 839-851
Author(s):  
Rıdvan Elmas ◽  
Martin Rusek ◽  
Anssi Lindell ◽  
Pasi Nieminen ◽  
Koray Kasapoğlu ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Chemistry Curriculum ◽  
Cognitive Demands ◽  
Secondary Chemistry ◽  
Intended Curriculum ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Upper Secondary ◽  
Education Design

Understanding the intellectual demands of an intended curriculum is crucial as it defines the frames for teaching and learning processes and practice during lessons. In this study, upper-secondary school chemistry curricula contents in Czechia, Finland, and Turkey were analysed, and their objectives were compared using the Revised Bloom's Taxonomy (RBT). The intellectual demands were examined analysing the action verbs in the three curricula objectives based on their association with the intended cognitive process dimensions in the RBT. The Turkish upper-secondary chemistry curriculum was found to be more structured, detailed, and containing more objectives than the Czech and Finnish curricula. The domineering objectives in cognitive demands were understand (77.2%) and analyse and apply (both 7.1%). Conceptual items dominated (59.8%) with procedural items identified (29.1%). Also, there are five metacognitive items (3.9%). The Czech curriculum, compared to the Finnish and Turkish curricula, does not take modern trends in the field of chemistry into account. The cognitive demands in the Czech curriculum were skewed toward apply (40%) with understand and evaluate accordingly represented by 20%. Conceptual items dominate with a 53.3% of occurrence. In the Finnish curriculum, the cognitive demands were skewed toward apply (47.1%) with create (23.5%) and understand (17.6%). Procedural (35.3%) domains predominate, although metacognitive objectives represent a significant share (23.5%) too. These findings from the contents and intellectual demands of the curricula in each of the three countries have the potential to help teachers and other actors in education design the interventions and assessments implemented in the classes. Comparing the distribution of intellectual demands between the countries provides an international reference for educational reforms in hand in many countries.

scholarly journals The Profile of Students’ Questions Based on Revised Bloom’s Taxonomy on Life Organizations System Topic

2020 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Nur Eka Kusuma Hindrasti ◽  
Hamzah Yuliandie ◽  
Trisna Amelia
Keyword(s):  
Research Method ◽  
Bloom's Taxonomy ◽  
Research Data ◽  
Cognitive Domain ◽  
Conceptual Level ◽  
Descriptive Research ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Student Questions ◽  
Domain Level

The aim of this study to determine student questions based on Revised Bloom's Taxonomy. This study was done by quantitative approach with descriptive research method. Research data were obtained through analysis of student questions sheets and interviews. Guide the student’s question were analysid sheet was used to record student questions while learning in class. Based on the results of the analysis it is known that 20% of students' questions at the cognitive domain level C1 (Remembering), 37% at the C2 level (Understanding), 20% at the C3 level (Applying), 11,5% at the C4 level (Analyzing), 11,5% at the C5 level (Evaluating), and 0% at the C6 level (Creating). While based on the dimension of knowledge, factual level questions were asked by 26% of students, conceptual level questions by 74%, and there was no question in procedural and metacognitive level.

scholarly journals Evaluation of 2013 Preschool Curriculum Objectives and Indicators According to Revised Bloom’s Taxonomy

2021 ◽  
Vol 11 (1) ◽  
pp. 1-22
Author(s):  
Arif Yilmaz ◽  
Neşe Aşkar ◽  
Ensar Yıldız ◽  
İlyas Sönmez
Keyword(s):  
Cognitive Processes ◽  
Basic Education ◽  
Bloom's Taxonomy ◽  
Factual Knowledge ◽  
Preschool Curriculum ◽  
Data Set ◽  
Case Study Methodology ◽  
National Education ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

The purpose of the study is to reveal the types of knowledge level and cognitive processes by evaluating the objectives and indicators of Ministry of National Education 2013 Preschool Curriculum according to the Revised Bloom’s Taxonomy. The study is a descriptive research and it was carried out by using case study methodology. The data set of this study consists of 63 goals and 241 indicators in the Preschool Curriculum, which was developed by Ministry of National Education-General Directorate of Basic Education in 2013. The data were collected by using the "Objectives and Indicator Evaluation Form" created by the researchers and the content analysis method was used in the analysis of the data obtained. The whole curriculum was analyzed and according to the cognitive processes and it was revealed that the highest intensity was at the application and understanding processes, and the least intensity at the creativity process. While factual knowledge was mostly used knowledge type in the curriculum, it was revealed that operational and metacognitive knowledge were the least used knowledge types. The curriculum was cognitive dominant, and the distribution of objectives and indicators of the curriculum was not balanced across all developmental domains. The curriculum objectives and indicators may be revised to support whole development of children.  

Comprehension of Technology in Parent-Child Activities Using Bloom's Taxonomy of the Cognitive Domain

2014 ◽  
Vol 5 (1) ◽  
pp. 15-30
Author(s):  
Tzu-Hsiang Ger ◽  
Yao-Ming Chu ◽  
Mei-Chen Chang
Keyword(s):  
Water Conservation ◽  
Conceptual Knowledge ◽  
Bloom's Taxonomy ◽  
Learning Activities ◽  
Cognitive Domain ◽  
Science Museums ◽  
Daily Lives ◽  
Bloom’S Taxonomy ◽  
Taiwan Region ◽  
Conservation Technologies

Science museums often hold various science education activities in exhibition halls to enhance visitors' cognition and comprehension of science and technology. However, the experience and knowledge accumulated during the participation in technological experiential and learning activities merits exploration. This study conducts a quantitative survey and qualitatively analyzes the data based on the taxonomy of educational objectives that are outlined in the revised version of Bloom's taxonomy handbook. The objective of this study is to investigate the influence of life creativity contests held by museums for elementary school children and their parents on the participants' conceptual cognition of water conservation technologies. A survey is designed to evaluate the change in the participants' conceptual cognition of the technologies, and includes questionnaires on water consumption habits in daily lives, understanding of the water resources in the Taiwan region, and uses of and opinions on water-saving devices. A method on which the assessment of the conceptual knowledge of the participants was based was a content analysis of the interviews. The findings of this study suggested: (a) the creativity contest provided diverse opportunities to improve the participants' cognitive concepts of water conservation; (b) this activity also has positively influenced the learning of knowledge, attitudes, and behaviors of water conservation technologies.

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