Abstract
It is common to use Bloom's taxonomy to write research objectives; however, it is often forgotten that this Bloomian classification corresponds to the teaching–learning process. Likewise, is not usual to include the levels or scope of research since so many classifications have been proposed, suggesting that science can be fragmented and that qualitative studies have nothing to do with quantitative studies and vice versa. Regardless of the coincidences and discrepancies that may exist, researchers require a guideline that is based on the principles of science to be able to organize and structure their studies and that allows for growth and development, removing biases and partialities from analysis. It is necessary to remember that a taxonomy is valid if it adheres to the criteria that scientific knowledge itself indicates. This research is an exploratory and observational study whose purpose is to identify its objectives according to its levels with their respective study variables.
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