Abstract
The use and applicability of Bloom's Taxonomy in the administration of science curricula in Pakistan's Khyber Pakhtunkhwa is examined in this review. Bloom's Taxonomy has been widely used in educational settings around the world. It divides cognitive learning objectives into six levels: Remember, Understand, Apply, Analyze, Evaluate, and Create. This study explores its incorporation into secondary science teaching in KP, evaluating its efficacy, difficulties, and potential to improve scientific learning results for students. The review offers insights into how well Bloom's Taxonomy aligns with the changing educational demands of Khyber Pakhtunkhwa by highlighting empirical studies, curriculum frameworks, and the experiences of educators in the area.
Published Version
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