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 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 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.

Multidimensional Training System Evaluation using the Revised Bloom's Taxonomy

2009 ◽  
Vol 53 (25) ◽  
pp. 1878-1882
Author(s):  
Yoon Suk Lee ◽  
Tonya L. Smith-Jackson ◽  
Maury A. Nussbaum
Keyword(s):  
Bloom's Taxonomy ◽  
Training System ◽  
Learning Objectives ◽  
Training Performance ◽  
Work Related ◽  
Training Systems ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Low Back Disorders ◽  
Trainee Reactions

Many organizations employ training systems to reduce work-related low back disorders. However, the evaluation of training programs is often not satisfactory, mainly due to the complexity of training systems, the high costs involved, heavy reliance on trainee reactions, and little integration of outcomes-based validation. In this work, we used the Revised Bloom's Taxonomy to classify the learning objectives of a training program. These classified objectives were then examined to predict training performance, and were further compared with trainee reactions using multiple regression and correlation analyses accordingly. Results indicated that the classified learning objectives were better predictors of training performance than trainee reactions. Practical implications of the results are discussed.

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.  

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.

The Discussion Forum

2016 ◽  
pp. 137-150
Author(s):  
Trish Harvey ◽  
Vivian Johnson
Keyword(s):  
Web 2.0 ◽  
Bloom's Taxonomy ◽  
Discussion Forum ◽  
Learning Objectives ◽  
Discussion Forums ◽  
Web 2.0 Tools ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

This chapter will discuss how to use the revised Bloom's Taxonomy as a framework for not only creating learning objectives but also as a guide to select tools to reduce the use of discussion forums and support faculty in broadening their thinking about the variety of tools that can be used to address learning objectives. Tools include: wikis, blogs, quizzes, journals, Web 2.0 tools, infographics and videos. These tools reduce faculty dependence on discussion forums and support faculty in broadening their thinking about the variety of tools that can be used to address learning objectives to create manageable workloads.

scholarly journals Implementation of Revised Bloom Taxonomy in Developing Chemistry Questions in the Domain of Knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Bekti Mulatsih
Keyword(s):  
Cognitive Processes ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Cognitive Level ◽  
Chemistry Teachers ◽  
Knowledge Based ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Essay Tests ◽  
Bloom Taxonomy

The application of the revised Bloom's taxonomy in the development of chemistry problems in the domain of knowledge is still difficult for some chemistry teachers. This paper is a practical study of the preparation of learning objectives and the development of chemical items by applying the revised Bloom's taxonomy which includes three domains, namely knowledge (cognitive), attitude (affective), and skills (psychomotor). This paper is focused on the preparation of learning objectives and the development of chemistry items for the assessment of the domain of knowledge which includes the levels of remembering, understanding, applying, analyzing, evaluating, and creating. The six cognitive processes are sequential from the lowest cognitive processes to the highest cognitive processes called C1-C6 cognition processes. The methodology in this paper consists of three steps, namely examining the meaning of each level of cognition in the revised Bloom taxonomy, developing learning objectives that are in accordance with the cognitive level being studied and continuing with the arrangement of the problem items in chemistry subjects. The strengths of this study are very helpful for chemistry teachers in developing learning objectives and chemistry questions in the domain of knowledge based on the revised Bloom taxonomy, because this study is equipped with descriptions of each cognitive process, examples of learning objectives and appropriate question items. Examples of questions given in this paper are multiple choice types and essay tests, because each type of question has its advantages. The result of this study is that the application of the revised Bloom's taxonomy to the development of chemical problems requires an understanding of each level of the cognitive level in the revised Bloom's taxonomy, as the basis for developing learning objectives and the appropriate problem questions.

scholarly journals THE IMPLEMENTATION OF BLOOM’S TAXONOMY ON THE ENGLISH SUMMATIVE TEST ITEMS FOR SECOND YEAR SENIOR HIGH SCHOOL STUDENTS IN ACADEMIC YEAR 2015/2016

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Nurul Soraya Saragih ◽  
Indra Hartoyo ◽  
Johannes Jefria Gultom
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Bloom's Taxonomy ◽  
Cognitive Level ◽  
School Students ◽  
Test Items ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Second Year ◽  
Academic Year

This study aimed to analyze the distribution of cognitive level of Bloom’s Taxonomy in English Summative Test items for reading comprehension in odd and even semesters of second year students in SMAN 1 in Tebing Syahbandar academic year 2015/2016. The method of this research is descriptive qualitative research for collect, analyze and classify reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from English Summative Test for eleventh grade of SMAN 1 Tebing Syahbandar. The results of this study are: for odd semester C1 (69.23%), C2 (15.38%), C3 (7.69%), C4 (7.69%), C5 (0%) and C6 (0%); and for even semester C1 (38.89%), C2 (5.56%), C3 (0%), C4 (55.56%), C5 (0%) and C6 (0%). Adapted by Sudjana (2009), these results do not achieve proportion of thinking order skill that the total of C1 and C2 is 30%, C2 and C3 is 40%, C4 and C5 is 30%. It shows that the distribution of cognitive level of Bloom’s Taxonomy in English Summative Test items for reading comprehension in odd and even semesters of second year students in SMAN 1 in Tebing Syahbandar academic year 2015/2016 are not appropriate.Key words: English summative test, reading comprehension questions, revised Bloom’s Taxonomy.

scholarly journals ANALISIS SOAL-SOAL OLIMPIADE SAINS NASIONAL (OSN) SMA/MA BIDANG KIMIA TAHUN 2012 DAN 2013 BERDASARKAN DIMENSI PROSES KOGNITIF DAN PENGETAHUAN

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Tita Sunggarani ◽  
Euis Nursa’adah ◽  
Yunita Yunita
Keyword(s):  
Conceptual Understanding ◽  
Cognitive Process ◽  
Bloom's Taxonomy ◽  
Challenging Problem ◽  
Cognitive Level ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
National Competition ◽  
Process Dimension

Abstrak: Ilmu kimia sebagai ilmu yang berdasarkan pada  penelitian (induktif), yang seharusnya mampu menyajikan soal yang menantang dan tersebar dalam enam level kognitif, hanya saja kondisi sebenarnya soal-soal kimia masih dibuat tradisional dengan berada pada level kognitif rendah. Soal olimpiade sebagai ajang kompetisi nasional siswa-siswa berprestasi di Indonesia pun belum diketahui level kognitif yang terkandung di dalamnya. Maka tujuan penelitian ini yakni, mendeskripsikan komposisi penyebaran soal terhadap tabel Taksonomi Bloom revisi, mendeskripsikan perbandingan soal OSN dan IChO (International Chemistry Olympiad) pada materi yang sama, dan  memetakan soal-soal tersebut terhadap standar kompetensi dan kompetensi dasar SMA/MA. Hasil analisis menunjukkan bahwa pada tahun 2012 tersebar pada prosedural-mengaplikasikan dan konseptual-memahami. Pada tahun 2013 tersebar pada dimensi prosedural-mengaplikasikan dan faktual-memahami. Berdasarkan konten materi dalam satu soal IChO  menuntut siswa dapat menemukan keterkaitan suatu materi dengan materi lainnya guna menyelesaikan soal tersebut sedangkan OSN tidak, tetapi keduanya  memiliki dimensi pengetahuan dan dimensi proses kognitif yang tidak terlalu berbeda yakni pada lingkup prosedural-mengaplikasikan dan prosedural-menganalisis. Hasil pemetaan terhadap SK-KD SMA/MA menunjukkan sebesar setengah dari jumlah ksesluruhan soal dapat dipetakan. Adanya analisis ini diharapkan menjadi masukan bagi guru untuk memberikan penguatan konsep kimia pada pembelajaran, agar siswa mampu mengerjakan berbagai macam soal, salah satunya soal OSN. Penelitian ini masih terbatas pada tahun 2012 dan 2013, sehingga dapat dikembangkan analisis untuk tahun-tahun lainnya. Kata-kata Kunci : Analisis, Taksonomi Bloom revisi, Dimensi Pengetahuan, Dimensi Proses Kognitif Abstract: Chemistry as a science that is based on research (inductive), which is supposed to be able to present a challenging problem and scattered in six cognitive levels, it's just that the actual conditions of chemical problems are still made traditionally with low cognitive level. Olympics as a matter of national competition top students in Indonesia is not yet known cognitive level contained therein. So the purpose of this study, describing the composition of matter of the spread of the revised Bloom's Taxonomy tables, describing the comparison about OSN and IChO (International Chemistry Olympiad) on the same material, and to map these problems to the standards of competence and basic competences SMA/MA. The analysis showed that in 2012 spread over-apply procedural and conceptual understanding. In 2013 spread to the dimension-apply procedural and factual-understand. Based on the content of the material in a matter of IChO requires students to be able to find a material relationship with the other materials in order to resolve these problems while OSN does not, but both have dimensions of knowledge and cognitive process dimensions are not too different from that in the scope of procedural-procedural-applying and analyzing. The results of the mapping of the SK-KD SMA / MA shows only half the number of ksesluruhan matter can be mapped. The existence of this analysis are expected to be the input for the teacher to provide reinforcement in learning chemistry concepts, so that students are able to do a variety of problems, one of which is a matter of OSN. This study was limited in 2012 and 2013, so that the analysis can be developed for other years. Key Words: Analysis, revised Bloom's Taxonomy, Knowledge Dimension, The Cognitive Process Dimension

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