scholarly journals Developing Case-based Learning Activities Based on the Revised Bloom’s Taxonomy

10.28945/3496 ◽  
2016 ◽  
Author(s):  
Mathews Nkhoma ◽  
TRI K LAM ◽  
Joan Richardson ◽  
Booi H Kam ◽  
Kwok Hung Lau
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Bloom's Taxonomy ◽  
Learning Activities ◽  
Business Information Systems ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Case Based Learning

This study proposes the use of case study in teaching an undergraduate course of Introduction to Business Information Systems Development in class, based on the Revised Bloom’s Taxonomy. According to the Revised Bloom’s Taxonomy of cognitive skills, it includes six levels which are knowledge, comprehension, application, analysis, evaluation, and creation. The lower level of skill is required to be formed before progressing to the higher levels. Therefore, two lower levels of skills comprising knowledge and comprehension are inherent in the course before commencing a case study. In this study, learning activities associated with the Revised Taxonomy-based learning strategy are proposed to support the development of higher-level cognitive skills. The potential effects and benefits of these activities to teaching and learning will be discussed. A conceptual model and hypotheses will be recommended for future study.

scholarly journals Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform

2014 ◽  
Vol 2 (2) ◽  
pp. 3-18
Author(s):  
Lisa D. Murley ◽  
Rebecca Stobaugh ◽  
Pamela Jukes ◽  
Janet Tassell
Keyword(s):  
Learning Process ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Comprehensive University ◽  
Work Sample ◽  
Education Assessment ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Teacher Work

The purpose of this article is to provide an overview of the process used to examine the inter-rater reliability of the Teacher Work Sample (TWS) Scoring Rubric involved with the senior culminating experience for teacher candidates used at a large comprehensive university.     The study compared holistic and analytic scores reported by Student Teacher Seminar course instructors to those of trained participants to determine the consistency of ratings between the two groups.  The study resulted in several clear areas for revising the TWS for reliability and created a foundation for future revisions.  What may prove to be the most important finding of the study, however, is the need to examine the differences among scoring practices of raters because scoring varies among people.  Common errors include misinterpretation of scoring rubrics, prompts, the teaching and learning process, and even concepts such as revised Bloom’s Taxonomy.  This finding could be generalized to other universities as all education programs utilize scoring prompts and rubrics to measure teacher candidate performance and most all use  revised Bloom’s Taxonomy in the teaching and learning process.

scholarly journals The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability

2021 ◽  
Vol 4 (2) ◽  
pp. 289
Author(s):  
Dwi Wiranata ◽  
I Wayan Widiana ◽  
Gede Wira Bayu
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Bloom's Taxonomy ◽  
Test Method ◽  
Learning Activities ◽  
Average Score ◽  
Development Research ◽  
Problem Solving Skills ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

The low problem-solving ability of students was due to the lack of student learning activities, so that learning activities were needed that can motivate students to learn and develop problem-solving skills. This study aimed to analyze the effectiveness of learning activities based on Revised Bloom's Taxonomy on problem-solving abilities. The type of research used was development research with a 4D model. The subjects of this study were four experts and 55 fourth-grade elementary school students. The object of this research was the effectiveness of Revised Bloom's Taxonomy-oriented learning activities. The data collection method used was the non-test method and the test method. The instruments used were questionnaires and description tests. The data analysis technique used was descriptive quantitative statistical data analysis techniques in the form of prerequisite tests and t-tests. The results of this study indicate that the average score of the experimental class was 83.50, while the control class was 74.83, and the t-test results obtained a significance value of 0.969 with an at-count of 0.00 < t-table of 0.05. This research concluded that learning activities based on Revised Bloom's Taxonomy effectively improve students' problem-solving abilities. The implication of this development research was to produce products in the form of learning activities based on Revised Bloom's Taxonomy that can train curiosity, self-confidence and improve students' problem-solving abilities.

scholarly journals Speaking materials based on active learning activities and revised Bloom’s taxonomy: development, validation, and revision

2021 ◽  
Vol 4 (2) ◽  
pp. 57-65
Author(s):  
Rampeng Rampeng ◽  
Haryanto Atmowardoyo ◽  
Nurdin Noni
Keyword(s):  
Active Learning ◽  
Bloom's Taxonomy ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Materials ◽  
Material Development ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
English Speaking ◽  
Taxonomy Development

As an international language, English becomes vital to master. In English, speaking is considered more crucial compared to listening, writing, and reading. Nevertheless, it is not an easy task to achieve. One solution which can ease learning speaking is presenting excellent learning materials for students. Thus, teachers are obliged to write and develop learning materials that are relevant, effective, and suitable for their students. This study aimed to give a clear overview of how to develop, validate, and revise Speaking learning materials according to active learning activities and Six steps in revised Bloom’s Taxonomy. This study was objected to offering a novelty as there was little discussion on developing learning materials, particularly speaking, based on active learning activities and revised Bloom’s taxonomy. This thus widens discussion in the field. The method used was Research & Development. The study suggested that learning material development required several steps, including six steps of Bloom’s taxonomy. The validation proposed the aspects of materials, the aspects of activities, the aspects of media, and the presentation aspects. The last, revision must be taken once the developed materials are found less suitable for learners.

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

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 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 An Analysis of Teaching and Learning Variations based on Bloom's taxonomy

2021 ◽  
Vol 5 (3) ◽  
pp. 394-404
Author(s):  
Aliyah Nushaibah ◽  
Elfrida Elfrida ◽  
Dedi Sofyan
Keyword(s):  
Qualitative Study ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Lesson Plans ◽  
Learning Activities ◽  
Classroom Learning ◽  
First Finding ◽  
Bloom’S Taxonomy ◽  
The Subject ◽  
Analysis Of Teaching

 This research aimed to find out the variations of teaching and learning based on Bloom’s Taxonomy, this research focused on the classroom learning activities in the lesson plans. This research employed a descriptive qualitative study. The subject of the research was nine lesson plans that developed by teahers at SMPIT IQRA. The data of this research was the classroom learning activities were classified the variations of teaching and learning based on Bloom’s Taxonomy stated in the 2013 Curriculum. The first finding showed that, there were some variations  in classroom learning activities of lesson plans. By three domains of learning based on Bloom’s Taxonomy, those are Cognitive, Affective and Psychomotor. The teachers were fulfilled the criteria of learning activities in lesson plans. But, the lesson plans still need to increase and remake the team of lesson plans system, because the lesson plans that used by teachers were same to each class in the same level.   

scholarly journals Analysis of the Objectives and Teacher Practices in Preschool Curriculum in Terms of Revised Bloom’s Taxonomy

2020 ◽  
Vol 7 (2) ◽  
pp. 292-310
Author(s):  
Seyat Polat ◽  
Fethi Turan
Keyword(s):  
Teacher Practices ◽  
Bloom's Taxonomy ◽  
Research Data ◽  
Learning Objectives ◽  
Preschool Curriculum ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Study Results ◽  
Academic Year

The aim of the study is to investigate the learning objectives and teacher practices in the preschool curriculum implemented in the 2013-2014 academic year in terms of the revised Bloom’s taxonomy. Case study design of the qualitative research methods is used in the study. In collecting research data, convenience sampling method of purposive sampling is used. For this purpose, planned classroom practices of five teachers in a private primary school were observed, and then the same teachers were interviewed. Additionally, the learning objectives of the preschool curriculum in 2013 are examined. Teacher observation and interview forms are used to collect the data. Descriptive content analysis is conducted using “QSR NVivo 10” and “Microsoft Excel 2010” software in the analysis of the research data. The study results indicate that learning objectives in the preschool curriculum were gathered at the knowledge level, that teacher practices supported this finding, but that the results obtained in the interviews did not support this finding.

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.

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