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 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.

Peningkatan Kemampuan Guru dalam Menyusun RPP Berbasis Karakter melalui Pendekatan Supervisi Kalaboratif Di SDN 07 Situjuah Gadang Kecamatan Situjuah Limo Nagari

2020 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Ridwan Ridwan
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Action Observation ◽  
Descriptive Analysis ◽  
Lesson Plans ◽  
Research Procedure ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Class Teacher ◽  
Planning Action

<span lang="EN-US">The success of teaching and learning activities can be known from the results of teacher performance in preparing character-based lesson plans and implementing them in the teaching and learning process in class. This school action research aims to see whether there is an increase in the ability of teachers in developing character-based lesson plans and their implementation in teaching and learning process. This research uses 2 cycles. The research procedure has four stages of activities</span><span lang="IN"> are</span><span lang="EN-US">, planning, action, observation and evaluation</span><span lang="IN">,</span><span lang="EN-US"> and reflecting. The study was conducted at SDN 07 Situjuah Gadang. The subject of the research is the class teacher and subject teacher, which totals 7 </span><span lang="IN">teachers.</span><span lang="EN-US"> Data processing using qualitative descriptive analysis techniques.</span><span lang="EN-US">Based on the results of data analysis that has been stated, that the data obtained from observing the ability of teachers to prepare character-based lesson plans in cycle I and cycle II there is an increase in the ability of teachers in preparing character-based lesson plans.</span>

Teaching and Learning activities that promote effective learning of Research Methodology among Psychology students

2021 ◽  
Author(s):  
Minu Mathews
Keyword(s):  
Teaching And Learning ◽  
Psychology Students ◽  
Learning Activities ◽  
Student Perspective ◽  
Effective Learning ◽  
Psychology Courses ◽  
The Subject ◽  
Analyse Data ◽  
High Level

BackgroundCreating a conducive environment for learning cultivates engaged and independent learners, allowing for high-level learning (Warren, 2004). When assessing the diverse Psychology courses that exist, the evaluation of Research Methods (RM) teaching and its associated pedagogies is high on the agenda of college based Higher Education (Burton &amp; Schonfield, 2011). ObjectiveThis study aimed at exploring what range of teaching and learning activities (TLA’s) promote effective learning of RM among Psychology students. Additionally, it aimed to understand, from a student perspective, what ‘effective learning’ meant in the context of RM. MethodA mixed methods approach comprising of both surveys as well as focus groups was conducted with undergraduate Psychology students. Thematic analysis and basic frequencies were used to analyse data. Results Results demonstrated that both student and teacher-led activities were beneficial and worked complementarily for students in their understanding of the subject whilst serving different purposes. Practical labs and class exercises were the top activities highlighted (student-led) followed by lectures and flow chart concept checks (teacher-led). Furthermore, ‘effective learning’ encapsulated not just a long-term knowledge acquisition of concepts but the ability to apply one’s knowledge to the wider context. Conclusion and teaching implication Findings are in line with the Conception of Learning which has a nested hierarchy consisting of both surface learning elements and deep learning (Marton,Dall’Alba &amp; Beaty, 1993). RM has been identified as a difficult subject to teach as well for students to learn (Gray et al., 2015) and as a result this study teases apart some of the most beneficial techniques from a student perspective to be considered when designing the structure and delivery of RM courses.

scholarly journals Engaging Students in the Development of an Atmospheric Science Course: A Discourse Analysis

2021 ◽  
pp. 1-9
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Grounded Theory ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Environmental Science ◽  
Early Stage ◽  
Atmospheric Science ◽  
Field Trips ◽  
Higher Learning ◽  
Learning Activities ◽  
Course Development

Aims: With increasing emphasis on learners-centered approach in teaching and learning, engaging students in course development and refinement is crucial. This study aims to foster a participatory approach in course development by engaging students in meaningful discourse at the early stage of an atmospheric science course. Study design:  This is a qualitative study which employed the grounded theory for data analysis. Place and Duration of Study: The study was conducted in March 2021 in an international higher learning institution located in the Guangdong Province of China. Methodology: This qualitative study invited a year 3 cohort of environmental science students taking an atmospheric science and pollution course in an international higher learning institution in China to participate in a meaningful discourse about the course in week 2 of the semester. Their responses were transcribed and the transcripts analyzed with NVIVO based on the grounded theory. The transcripts were coded, the themes were drawn and the relationship was probed. Results: This study identified three overarching themes from the codes, namely assessment, course contents and learning activities, whose codes covered 4.5%, 17.8% and 23.1% of the text respectively. Codes for assessment comprise practical assignment and multiple-choice question, while those for course contents include black carbon, modelling, greenhouse gases, zero-carbon, and removal of Freon. Codes for learning activities include case studies, debate, field trips and quizzes. The words most frequently appeared in the transcripts are learning and field. The findings reflect expectations for interactive learning, simulation-based learning, authentic assignments and activities, experiential learning via field trips and problem-based learning. These are in line with the established pedagogies for environmental science. Conclusion: This study shifts the paradigm of students’ engagement in the increasingly learner-centered educational setting where students are proactively involved in course development in the early stage of teaching and learning instead of reactively involved through feedback collection at advanced stages.

The Cognitive, Affective, and Psychomotor Domains

2010 ◽  
pp. 52-68 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Classification System ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

The Taxonomy of Educational Objectives, better known as Bloom’s Taxonomy, is a classification system that governs how learning objectives are designed, implemented and assessed. First proposed in 1956, Benjamin Bloom began his scrutiny into educational objectives by exploring the cognitive domain (which will serve as the focus for this chapter). Later, with other colleagues including Lorin W. Krathwohl and S. R. Kibler, he considered the affective and psychomotor domains to round out his body of study. Bloom’s taxonomy differentiates six levels of teaching and learning: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation. This chapter offers a perspective for developing instruction purposely targeting the traditional learner.

scholarly journals How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e034962
Author(s):  
Paulina Stehlik ◽  
Christy Noble ◽  
Caitlin Brandenburg ◽  
Peter Fawzy ◽  
Isaac Narouz ◽  
...  
Keyword(s):  
Content Analysis ◽  
Learning Outcomes ◽  
Research Training ◽  
Bloom's Taxonomy ◽  
Learning Activities ◽  
Secondary Outcome ◽  
Research Experience ◽  
Accessible Information ◽  
Bloom’S Taxonomy ◽  
Assessment Activities

ObjectivesPatients do better in research-intense environments. The importance of research is reflected in the accreditation requirements of Australian clinical specialist colleges. The nature of college-mandated research training has not been systematically explored. We examined the intended research curricula of Australian trainee doctors described by specialist colleges, their constructive alignment and the nature of scholarly project requirements.DesignWe undertook content analysis of publicly available documents to characterise college research training curricula.SettingWe reviewed all publicly accessible information from the websites of Australian specialist colleges and their subspecialty divisions. We retrieved curricula, handbooks and assessment-related documents.ParticipantsFifty-eight Australian specialist colleges and their subspecialty divisions.Primary and secondary outcome measuresTwo reviewers extracted and coded research-related activities as learning outcomes, activities or assessments, by research stage (using, participating in or leading research) and competency based on Bloom’s taxonomy (remembering, understanding, applying, analysing, evaluating, creating). We coded learning and assessment activities by type (eg, formal research training, publication) and whether it was linked to a scholarly project. Requirements related to project supervisors’ research experience were noted.ResultsFifty-five of 58 Australian college subspecialty divisions had a scholarly project requirement. Only 11 required formal research training; two required an experienced research supervisor. Colleges emphasised a role for trainees in leading research in their learning outcomes and assessments, but not learning activities. Less emphasis was placed on using research, and almost no emphasis on participation. Most learning activities and assessments mapped to the ‘creating’ domain of Bloom’s taxonomy, whereas most learning outcomes mapped to the ‘evaluating’ domain. Overall, most research learning and assessment activities were related to leading a scholarly project.ConclusionsAustralian specialist college research curricula appear to emphasise a role for trainees in leading research and producing research deliverables, but do not mandate formal research training and supervision by experienced researchers.

scholarly journals Prototyping a Disciplinary Information Space for a New Smart Learning Management System Based on IMS-LD and NoSQL

2020 ◽  
Vol 8 (4) ◽  
pp. 28
Author(s):  
Mohammed Ouadoud ◽  
Tarik Marrakchi ◽  
Rajae Taghzout
Keyword(s):  
Social Constructivism ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Information Space ◽  
Learning Theories ◽  
Classroom Learning ◽  
Activity Spaces ◽  
Smart Learning ◽  
Traditional Pedagogy

<strong> This work is mainly based on the prototyping of a disciplinary information space for a new LMS. Our work is first to think about the conditions for creating a real LMS between learners and teachers. We have chosen to base ourselves on the hybridization between four learning theories as the basis for teaching this LMS, namely traditional pedagogy, behaviorism, cognitivism and social constructivism. These pedagogies have already proven themselves, mainly in classroom learning situations. The LMS consists of different activity spaces for teaching and learning activities. We limit ourselves in this work to the prototyping of disciplinary information space for a new LMS based on IMS-LD, NoSQL MongoDB database, and Symfony framework.</strong>

scholarly journals Jaringan Saraf Tiruan Untuk Memprediksi Tingkat Pemahaman Sisiwa Terhadap Matapelajaran Dengan Menggunakan Algoritma Backpropagation

2017 ◽  
Vol 1 (1) ◽  
pp. 24 ◽  
Author(s):  
Solikhun Solikhun ◽  
M. Safii ◽  
Agus Trisno
Keyword(s):  
Prediction Accuracy ◽  
Teaching And Learning ◽  
Learning Algorithm ◽  
Learning Activities ◽  
Guidance And Counseling ◽  
Test Results ◽  
Accuracy Rate ◽  
Several Variables ◽  
The Subject ◽  
Backpropagation Learning

Prediction of students 'understanding of the subject is important to know the extent to which the students' understanding of the subjects presented by educators when teaching and learning activities and to determine the ability of educators in delivering subjects. Artificial Neural Network to predict the level of students' understanding of subjects using backpropagation learning algorithm uses several variables: Knowledge, skills / abilities, assessment and workload and guidance and counseling. Backpropagation learning algorithm is applied to train eight indicators to predict the level of students' understanding of the subjects. The test results obtained by the student's understanding level prediction accuracy rate of 90% with a 6-5-1 architecture.

scholarly journals IMPLEMENTASI KEBIJAKAN PENDIDIKAN KARAKTER DI SMP NEGERI 5 MATARAM TAHUN PELAJARAN 2019/2020

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Lu`luin Najwa ◽  
Pajriatun Najah ◽  
Hardiansyah Hardiansyah
Keyword(s):  
Teaching And Learning ◽  
External Factor ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Internal Factor ◽  
Self Confidence ◽  
The Subject ◽  
Religion Teacher ◽  
Parent Supervision ◽  
Collection Methods

This study aims to describe the implementation of education character policy at SMP Negeri 5 Mataram, the proponent and the resistor factors, and the effect of education character policy implementation on students. This research used a descriptive qualitative approach. The subject of this study involved: the principal, the student head deputy, the homeroom teacher, the religion teacher, and the counseling teacher. The observation, interview, and documentation are used as data collection methods. Furthermore, the result of this study showed that (1) the implementation of education character policy at SMP Negeri 5 Mataram was implemented by school residents with teaching and learning activities.(2) the proponent factors were an internal factor (student awareness) and an external factor (the cooperation among teachers, employees, conducive neighborhood, and programmed activities). (3) the resistor factors were an internal factor (the student character diversity, the teacher limitedness on education character implementation), the external factor was (the lack of parent supervision on problematic children). (4) The effect of education on character implementation creates self-confidence and discipline. Keywords:Implementation, education character policy

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