scholarly journals Merunut Pemahaman Taksonomi Bloom: Suatu Kontemplasi Filosofis

Humaniora ◽  
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. 

Validating the Ross Test for Identification and Evaluation of Critical Thinking Skills in Programs for the Gifted

1980 ◽  
Vol 4 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Carolyn M. Callahan ◽  
Mary L. Corvo
Keyword(s):  
Factor Analysis ◽  
Critical Thinking ◽  
Confirmatory Factor Analysis ◽  
Gifted Students ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Structural Validity ◽  
Bloom’S Taxonomy ◽  
Confirmatory Factor

The present research assessed the structural validity of The Ross Test of Higher Cognitive Processes, a recently developed instrument designed to assess the higher-level thinking skills of analysis, synthesis and evaluation as outlined in Bloom's Taxonomy. Confirmatory factor analysis, analysis of variance and trend analysis were used to test the correspondence between Bloom's Taxonomy and the Ross Test, and to study the developmental nature of critical thinking. Subjects were 154 gifted third through sixth graders. Confirmatory factor analysis of individual test items and of the eight Ross subtests provided empirical evidence for the structural validity of this instrument, and normative data on gifted students' performance on the test was presented. This investigation of the Ross Test yielded findings relevant to the use and interpretation of this measure of critical thinking in the gifted and regular classroom.

scholarly journals Bloom’s Taxonomy and Moroccan Children’s Vocabulary and Critical Thinking Skills Development

2019 ◽  
Author(s):  
Mounia Benjelloun ◽  
Yamina El Kirat El Allame
Keyword(s):  
Critical Thinking ◽  
English Learners ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Skills Development ◽  
Early Exposure ◽  
Bloom’S Taxonomy ◽  
Language Research

Children normally feel unable or less confident to express their ideas clearly, freely, and critically both orally and in writing when learning a language. Research has demonstrated that children’s early exposure to Bloom’s Taxonomy levels in stories has a “remarkable power” on them (Dickinson, et al. 2012) and helps develop their language and critical-thinking skills (Egan, 1997; Curtain & Dahlberg 2004). The aim of this research project is to investigate the role of Bloom’s Taxonomy in the development of the vocabulary and critical-thinking skills of young Moroccan English learners. The study adopts a qualitative approach and addresses two research questions, namely, (i) To what extent does Bloom’s Taxonomy contribute to the development of the children’s vocabulary and critical thinking skills? (ii) How can the children’s vocabulary and critical-thinking skills development be justified? The comparison and analysis of the children’s story reviews at the start and end of a term reveals significant improvement, among the Moroccan young learners, especially the average ones. They are able to use a wider range of more appropriate and accurate vocabulary and to make use of a more extended, analytical and relevant discourse. Hence, children’s early exposure to Bloom’s Taxonomy is highly recommended as it contributes to the development of their vocabulary and critical-thinking skills.

scholarly journals A Critical Analysis of Bloom’s Taxonomy in Teaching Creative and Critical Thinking Skills in Malaysia through English Literature

2017 ◽  
Vol 10 (9) ◽  
pp. 245 ◽  
Author(s):  
Shukran Abdul Rahman ◽  
Nor Faridah Abdul Manaf
Keyword(s):  
Critical Thinking ◽  
English Literature ◽  
Bloom's Taxonomy ◽  
Past Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Sources Of Information ◽  
Multiple Sources ◽  
Holistic Learning ◽  
Bloom’S Taxonomy

Purpose: The study aims to (1) review the literature that analyses the relevance of Bloom’s Taxonomy of Educational Objectives in the teaching of creative and critical thinking among students in Malaysia, and (2) identify missing aspects in Bloom’s Taxonomy vis a vis the indigenous context, important to promote creative and critical thinking among students in Malaysia.Method: Multiple sources of information which (1) documents the objectives of English Literature curriculum in Malaysia, (2) outlines the nature of Bloom’s Taxonomy, (3) reports past research which addresses issues in the application of Bloom’s Taxonomy, and (4) reports research findings on the issues in teaching English Literature as a subject.Findings: The literature subject is an essential avenue for students’ learning, especially in developing creative and critical thinking. The English syllabus with augmented taxonomy should be based on holistic learning outcomes which contain three set of abilities- Rationale Thinking, Purposeful Thinking, and Effective Relation with Contexts.Significance: The study would shed light on the effectiveness of teaching creative and critical thinking through English Literature. The findings may help curriculum developers and teachers to explore the missing aspects in the Bloom’s Taxonomy vis a vis the indigenous context, hence lead to the development of informed way forward in designing effective pedagogical approach/es that nurture creative and critical thinking among students.

scholarly journals Analysis Of Question Papers In Engineering Courses With Respect To Hots (Higher Order Thinking Skills)

2015 ◽  
Vol 6 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Sowmya Narayanan ◽  
M. Adithan
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Higher Order Thinking Skills ◽  
Engineering Faculty ◽  
Bloom’S Taxonomy

It is generally perceived that a substantial number of engineering faculty are still unaware of alternative educational methods, and many who are aware of them choose not to incorporate them into their approach to teaching. There are several likely reasons for this inertia, aside from the inevitable human resistance to change. The primary focus of imparting information is restricted to fulfilling the course requirements and, the upcoming term end examination. It is imperative to adopt a change from teaching to learning paradigm engaging the students in Higher Order Thinking Skills. Knowledge and technological advancements are changing the role of engineering and engineering faculty in the society. Engineering Education reforms need to focus on inductive teaching and stimulated learning. Students should be taught critical thinking skills and creative thinking skills to keep pace with the rapidly changing engineering profession. This paper reports the study done to test and explore the faculty awareness of Bloom’s Taxonomy of Educational Objectives in the cognitive domain and Higher Order Thinking Skills (HOTS) and to evaluate question papers set by engineering faculty with respect to HOTS as proposed by Bloom’s Taxonomy. Various active learning strategies to enhance critical thinking skills and creative thinking skills of the students are recommended for use by the faculty in their interactions with the students. 

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.

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