Abstract
Problem statement: Educational goals are classified taxonomically as cognitive, affective, psycho-motor and intuitive. Can these classifications be associated? Sonmez's model represents an attempt for this. Purpose of Study: Is the model regarding the association of four domains developed by Sonmez supported significantly by empirical data? What are the views of the participants on this issue? Methods: Both qualitative and quantitative data were used together in this study. Findings and Results: A high level of significant and positive correlation was found between cognitive, psychomotor, affective and intuitive learning outcomes. Based on these findings, it can be stated that learning outcomes are not disconnected. That means when an individual learns a cognitive behavior he/she also learns other associated psychomotor, affective, and intuitive behaviors. Leaning is codded into four domains altogether. Conclusion and recommendations: This study revealed results supporting the model regarding the association of four domains as suggested by Sonmez. These results can be a proof of the hypothesis that behaviors of all domains are coded and learnt as a whole in the brain. Further comprehensive experimental and qualitative research can be done about this issue.
Highlights
There is a good number of research conducted and theories developed about learning and teaching so far
That being the case, learning goals is likely to be classified taxonomically as follows: In this model, Bloom's cognitive domain, Krathwohl's affective domain and Sönmez's psycho-motor and intuitive domains were taken as the basis in coding, since these four domains have been tailored according to all the principles cited above
The learning goals of all courses can be determined as cognitive, affective, psycho-motor and intuitive, according to the gradual sequence to be followed in determining the objectives and the characteristics of the open system
Summary
There is a good number of research conducted and theories developed about learning and teaching so far. Learning outcomes have been classified taxonomically in different ways These taxonomical classifications are generally named as cognitive, psycho-motor, affective and intuitive [28]. When solving word problems in mathematics, the learning outcome falls mostly into cognitive domain It is associated with the affective, psycho-motor and intuitive domains at the same time. This may be true for all behaviors, all learning outcomes. That being the case, learning goals is likely to be classified taxonomically as follows: In this model, Bloom's cognitive domain, Krathwohl's affective domain and Sönmez's psycho-motor and intuitive domains were taken as the basis in coding, since these four domains have been tailored according to all the principles cited above.
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