Benjamin Bloom Research Articles

Multidisciplinary Research Addressing Emerging Global Challenges of Ensuing Decade: A Review

Multidisciplinary research is the hallmark in 21st century and a way forward towards holistic sustainability. Ancient philosophers viz; Aristotle, Socrates, Confucius, Al-Farabi, Sigmund Freud, Jabar-bin-Hayan, Benjamin Bloom, Karl Marx and Friedrich Nietzsche laid foundations of philosophies based on their intellectual multidisciplinary knowledge approach. The promising impact of multi-scientific disciplines demonstrate the importance of diverse academic and research domains. In fact, every discipline is interrelated and interdependent to each other with a minute hairline difference. MDR unites scientists globally from distinct academic backgrounds to address pressing challenges of next decade, but no doubt cooperation is crucial in scientific study as it stimulates innovation, creativity, and systematic conception. Present review emphasizes importance of transdisciplinary research in diverse meta-problems, tackling future challenges and multi-faceted complexities. Emerging technology has made it possible for scientists and scholars from various purviews around the world to collaborate on projects and research without being at the same location. The most significant recommendation of this article highlights the future scope of transdisciplinary approach by inclusion of collaborative research meeting sustainable development goals (SDG’s) through multi research, thereby aligning researchers and scientists towards internationalization.

The Diamond Framework for Team-based Active Learning for Physiology Courses.

Benjamin Bloom published his Taxonomy of Educational Objectives in 1956 [1] to help educators develop learning objectives for teaching. Since then, several modifications have been made to adapt Bloom's taxonomy to various uses and disciplines [2-4]. Introduction of the idea: As social constructivist educators, the authors of this article felt the need to adjust Bloom's taxonomy to match the unique characteristics of team-based learning (TBL) in physiology courses. Outcomes: Here, we are introducing the use of TBL for teaching physiology in undergraduate physiology courses that could be easily translated into other disciplines. Additionally, we are introducing the Diamond Framework for TBL, a modified Bloom's taxonomy to guide the writing of measurable learning outcomes and create assignments to help students apply their new knowledge and skills.

A Cross-Era Discourse on ChatGPT’s Influence in Higher Education through the Lens of John Dewey and Benjamin Bloom

A Cross-Era Discourse on ChatGPT’s Influence in Higher Education through the Lens of John Dewey and Benjamin Bloom

Against Artificial Education: Towards an Ethical Framework for Generative Artificial Intelligence (AI) Use in Education

The arrival of Generative Artificial Intelligence (AI) is fundamentally different from prior technologies used in educational settings. Educators and researchers of online, blended, and in-person learning are still coming to grips with possible applications of AI in the learning experience with existing technologies; let alone understanding the potential consequences that future developments in AI will produce. Despite potential risks, AI may revolutionize previous models of teaching and learning and perhaps create opportunities to realize progressive educational goals. Given the longstanding tradition of philosophy to examine questions surrounding ethics, ontology, technology, and education, the purpose of this critical reflection paper is to draw from prominent philosophers across these disciplines to address the question: how can AI be employed in future educational contexts in a humanizing and ethical manner? Drawing from the work of Gunther Anders, Michel Foucault, Paolo Freire, Benjamin Bloom, and Hannah Arendt, we propose a framework for assessing the use and ethics of AI in modern education contexts regarding human versus AI generated textual and multimodal content, and the broader political, social, and cultural implications. We conclude with applied examples of the framework and implications for future research and practice.

A Taxonomic Approach on Learning Areas

This study conceptualizes human beings as both bio-psychic and socio-cultural entities. It specifically emphasizes and evaluates Benjamin Bloom’s taxonomy of cognitive, affective, and psychomotor learning domains based on the existing literature. Subsequent taxonomies, proposed after Bloom’s, provide substantial benefits for planning and curriculum development aimed at enhancing student learning outcomes, which are as unique as their fingerprints. This theoretical evaluation is poised to make significant contributions, particularly by offering guidance to teachers.

PHILOSOPHY OF EDUCATION IS APPLIED PHILOSOPHY; DYNAMIC PROCESS; AGAINST IDEOLOGICAL INDOCTRINATION; CONCERNS PEDAGOGICAL OBJECTIVES: A LITERATURE REVIEW

It is strongly considered that the philosophy of education is a potential branch of practical philosophy in pedagogy. It investigates the nature of education as well as its objectives and obstacles. It also includes the examination of educational theories, the presuppositions present in them, and the arguments for and against them. Education can, generally, be defined as a taxonomical process through which a student or an adult gains cognition, experience, skill and reliable attitude. It makes an individual, knowledgeable, civilized, refined, cultured, accommodative, wise and enlightened. In order to have a civilized and socialized society, education is the only reliable means across the world. A country’s core values of culture are considered by what is taught in its educational institutions. Some of the values are: individualism, cleanliness, languages, achievements, work, morality, concern for others, value of time, equality, social liberty etc. In addition to it, ideological indoctrination plays a vital role in imparting dogmatism or blind faith and so it should be eliminated from teaching. By and large, the goal of education is to make an individual consummate personally, morally and socially. According to Benjamin Bloom, education is categorized into cognitive domain, psychomotor domain and affective domain.

The role of Benjamin Bloom's taxonomy in improving the mastery of basic theoretical and clinical disciplines

It is known that the levels of assimilation of educational material in the taxonomy differ depending on the type of learning goals: cognitive (knowledge), affective (value orientations) and psychomotor (motor skills). The above is a significant factor for the formation of awareness of the activity of a pharmacist in practice using an integrative approach to pathophysiology.Objective. To protect the position that the introduction of Benjamin Bloom's taxonomy technologies into the educational process will contribute to the improvement of the training of medical specialists and pharmacists and significantly refine the quality of mastering basic theoretical and clinical disciplines.Material and methods. To conduct an analysis of improving the quality of mastering basic theoretical and clinical disciplines by implementing Benjamin Bloom's taxonomy with consistent implementation at different levels of mastering cognitive (knowledge), affective (value orientations), and psychomotor (motor skills) learning goals.Results. The implementation of each educational goal takes place at different levels of their assimilation. So, for cognitive purposes, the levels of learning are as follows: 1 - knowledge, 2 - understanding, 3 - application, 4 - analysis, 5 - synthesis, 6 - evaluation, 7 - creativity. For affective purposes are: 1 - perception, 2 - response, 3 - assimilation of value orientations, 4-organization of value orientations, 5 - distribution of value orientations to activity. For psychomotor are as follows: 1- imitation, 2- reproduction of manipulations, 3- achievement of accuracy, 4 - combination, 5 - naturalization.Conclusions. The use of the technologies of Benjamin Bloom's taxonomy of cognitive, emotional and psychomotor goals combined into a single entity makes it possible to significantly improve the quality of the educational process using the integrative principle pathophysiology, which will contribute to the effective implementation of a competent approach and comprehensively contribute to the formation of awareness of the activity of the doctor's and pharmacist in practice with improvement mastering basic theoretical and clinical disciplines.

The Effects of Blended Learning on the Performance of Engineering Students in Mathematical Modeling

This paper presents the implementation of an active learning methodology known as blended learning in an ordinary differential equations (ODE) course for engineering students. Our purpose was to evaluate the effect of b-learning on students’ mathematical modeling performance. To this end, synchronous and asynchronous activities were made available to the students as face-to-face and remote learning sessions, in which the experience acquired by students during the sanitary isolation due to COVID-19 was crucial. Benjamin Bloom’s cognitive domain taxonomy was used to design the present didactic proposal. Results show that the students moved upward from the lower knowledge and understanding taxonomical levels, to the upper analysis and application levels, as they learned systems modeling using ODEs.

From Objective to Learning Outcome Through Application of Bloom's Taxonomy

The paper describes the concepts of goal and "learning outcomes" and their mutual relations, as well as relations with similar pedagogical concepts. A systematic analysis of taxonomies of teaching tasks, goals, and outcomes, formulated by Benjamin Bloom and his associates, is attached. It represents the most commonly used classification of cognitive domains, and the mental and practical abilities of students within each domain (cognitive, affective, and psychomotor). The paper also specifies the importance of Bloom's taxonomy in formulating learning outcomes, as well as in the grading process. The second part of the paper demonstrates the application of Bloom's taxonomy on the example of Thematic teaching (theme day) which was realized in an elementary school first-grade class. Through various activities, oriented toward problem-solving or acquiring new knowledge and skills in a selected topic, the outcomes planned by the teaching and learning program for a particular grade are achieved.

AN EDUCATIONAL MODEL FOR PRE SERVICE TEACHERS TO TRAIN IN INCLUSION

The contemporary movement of inclusion in education has brought about a change in classroom interactions. Providing quality education for all in an inclusive setting is a challenge, however it is also the need of the hour. In order to face this challenge it is essential that teachers are educated for inclusion at the pre service levels. We need to educate the pre service teachers from the theoretical, practical and attitudinal perspective. The present paper reviews models of teacher education in general along with those for educating pre service teachers for Inclusion. A mixed methods study was conducted by the authors, which supported the suggestion given in the reviews that state the need for an educational programme for pre service teachers for inclusion. The authors have endeavored to suggest a framework for a model for pre service teacher education for inclusion based on the feedback given by the pre service teachers. This model has been named as the CAP-ACR Model for Inclusion. The model includes activities, which helps develop the three domains given by Dr. Benjamin Bloom i.e. the Cognitive (C), the Affective (A) and the Psychomotor Domain (P). Further the model is designed based on the principles of teacher education models namely the Applied Science (A) Model, the Reflective (R) Model and the Craft (C) Model, hence the name CAP-ARC Model for Inclusion.

Acquisition of Higher-Order Cognitive Skills (HOCS) Using the Flipped Classroom Model: A Quasi-Experimental Study.

IntroductionFlipped classroom refers to a teaching model where the lecture and homework elements of the class are reversed. Students develop knowledge and understanding during the pre-class session, and use the in-class time for active learning such as small group discussions, wherein they are expected to develop the skills of problem-solving (application) and critical thinking (analysis). An educational psychologist, Benjamin Bloom, proposed Bloom’s Taxonomy for the cognitive domain. According to this taxonomy, knowledge, and understanding have been considered to be lower-order cognitive skills (LOCS), while application (problem-solving), analysis (critical thinking), synthesis, and evaluation have been considered higher-order cognitive skills (HOCS). Only one study has reported that flipped classroom approach helps in the acquisition of HOCS such as application, analysis, synthesis, and evaluation. The present study aims to compare the flipped classroom model with the traditional lecture model and focuses particularly on the acquisition of HOCS such as application and analysis, by assessing the students using multiple-choice questions based on clinical vignettes.MethodsThe study was conducted in the Department of Physiology at Government Medical College, Bhavnagar. A total of 102 students in two groups, Group A (n=52) and Group B (n=50), participated in all the phases of the study. In the flipped classroom group, students watched the pre-recorded videos and studied standard textbooks, followed by a group discussion in the class. The traditional Lecture group attended the didactic lecture only. Topic I was taught to Group A using the flipped classroom model and to Group B using the traditional didactic lecture approach. Topic II was taught to Group B by using the flipped classroom method and to Group A using the traditional didactic lecture.Both groups of students were assessed after a gap of one week with multiple-choice questions based on clinical vignettes for checking the HOCS. These questions were designed based on Blooming Biology Tool (BBT).The feedback collected responses regarding the learning experience, perceived value of the flipped classroom, the course materials, the teaching process, and the evaluation system.ResultsThe students, who participated in the flipped classrooms, performed statistically better than those in the traditional lecture model (5.36 ± 1.69 vs. 4.94 ± 1.34) (p<0.05). The students strongly agreed that the flipped classroom method was an enjoyable way of learning: it enhanced their problem solving and analytical ability as well as developed their ability to work as team members and plan their own work. Students in both the flipped classrooms gave a similar perception indicated by the small effect size (r <0.3).ConclusionThe pre-class time of the flipped classroom model helps students remember the facts and understand the concepts (both lower-order cognitive skills), and uses the valuable in-class time to master the application of the concepts and critically analyze them (application and analysis being higher-order cognitive skills).

Critical Thinking Questionnaire (CThQ) – construction and application of critical thinking test tool

Thesis. The article presents the construction process and psychometric properties of the Critical Thinking Questionnaire (CThQ). The questionnaire is a critical thinking test tool designed for adolescents and adults. The basis for creating the questionnaire was classifying the educational goals proposed by Benjamin Bloom and spread by critical thinking practitioners.&#x0D; Methods. The independent rater system was used in the construction of the test, while the psychometric properties of the test were tested on a sample of 198 people, calculating the inter-correlation and the Cronbach’s Alpha reliability coefficient.&#x0D; Result. Both assessments of the independent rater system and research checking the psychometric properties of the test indicate high reliability of the tool. Cronbach’s Alpha coefficient of internal consistency was 0.87. In its final version, the test consists of 25 items, the results of which allow assessing critical thinking in 6 scales: remembering, understanding, applying, analysing, evaluating, and creating. The tool also allows checking the overall score.

Is the Revised Bloom’s Taxonomy Revisited in the EFL/ESL Reading Textbooks?

Benjamin Bloom and his colleagues produced a cognitive model for classifying educational objectives. This model has not been properly utilized by teachers and university instructors in their teaching settings. This cognitive model covers six main levels as knowledge, comprehension, application, analysis, synthesis, and evaluation which, after knowledge, were displayed as skills and abilities, with the fact that knowledge was the essential prerequisite for putting these skills and abilities into practice. In the taxonomy, each category bears a continuum from concrete to abstract and simple to complex. In 2001, a group of cognitive psychologist revisited and modernized Bloom’s Taxonomy for teaching, learning, and assessment. Accordingly, the revised Bloom’s taxonomy drew attention away from the partially passive image of educational objectives and hints on a more active conception of categorization. The revised taxonomy employs verbs and gerunds to refer to cognitive levels unlike the nouns employed in the original taxonomy. The dynamic words in the revised taxonomy define the cognitive processes through which thinkers confront and work with knowledge. The learning goals are significant to form a pedagogical interchange in order that learners and instructors perceive the aim of that interchange. Having and classifying objectives support teachers in planning and supplying quality education, forming proper assessment tasks, and ensuring teaching to go parallel with the objectives. Hence, this research paper hints on investigating to what extent the revised Bloom’s taxonomy is employed in the reading comprehension questions of an EFL reading textbook. Thus, two research questions were developed to find out the state of cognitive skills stated in the revised taxonomy, the first question aiming at evaluating the lower level while the second one involving the higher cognition level. The investigated EFL reading textbook was analyzed through descriptive content analysis. The findings of the study showed that the examined textbook lacked the higher level cognitive skills highlighted in the revised version of the taxonomy. Related assumptions have been accordingly provided to recommend how the reading textbooks which are being written or will be written should be integrated with the revised Bloom’s taxonomy when assessing reading skills.

The Effect of Mastery Learning Strategy on EFL Preparatory School Students Achievement in Literary Text

Mastery Learning strategy is an instructional strategy and educational philosophy; this strategy is presented for the first time in (1986) by Benjamin Bloom. According to this strategy, the students must achieve a level of mastery in knowledge before going to learn subsequent information. If a student does not achieve mastery on the test, they are given additional support in learning and reviewing the information and then tested again. Most of EFL students at Iraqi schools find difficulties in mastering the literary text due to a variety of reasons in teaching materials or in adopted methods. This study aims at finding out the effect of Mastery Learning Strategy on EFL preparatory school students’ achievement in literary text. A sample of (60) students have been randomly selected from the Iraqi EFL fifth preparatory school students from Saladin Governorate, Al- Ramah Al-awaly preparatory School for boys during the academic year (2020-2021). The students divided into two groups, (30) students as an Experimental Group and (30) students as a Control Group. Both groups have been equalized in their age, parents’ level of education, their degrees in English language subject in the previous grade of the academic year (2019- 2020), and their level of achievement in the pre- test. Both groups have been taught by the researcher himself and exposed to the same instructional material from English for Iraq/ 5th class (students’ book and literature focus). The Experimental Group has been taught according to Mastery Learning Strategy, while the Control Group has been taught according to the conventional method. An achievement test has been constructed, validated, and applied on the two groups. The obtained results have been collected and analyzed statistically. The results of the current study show that the achievement of the experimental group who has been taught by Using the mastery learning strategy is better than that of the control group who have been taught by using the traditional method. This means that mastery learning strategy proves to be more effective than the traditional technique, in teaching literary texts. Finally, the study ends up with some conclusions, recommendations, and suggestions for further studies.

Evolution of Post Graduate Curricula in Pakistan

Evolution of Post Graduate Curricula in Pakistan

Taksonomije u razdoblju od kognitivne do digitalne revolucije, s fokusom na prenosive veštine

The taxonomies that contributed to the cognitive revolution are an important starting point for the interpretation of knowledge. The aim of this article is to analyses Bloom's and related taxonomies in terms of transferable skills from a cognitive to a digital revolution. Benjamin Bloom published his taxonomy in 1956, in which he developed the classification of cognitive objectives, among others. In Bloom's taxonomy, transferable skills appear only indirectly in relation to the application of knowledge in new situations. However, de Block has already considered transfer ability of knowledge an aspect of learning objectives. In the SOLO taxonomy, transfer is accomplished at the relational and extended abstraction levels, when critical thinking and the generalization of the structure are in focus. Later, in Bloom's revised taxonomy, the meanings of each development level were expanded, emphasizing problem-solving skills in higher-order thinking. In today's unfolding digital revolution, collaboration is crucially important, which appears in the digital age learning matrix and also in the digital taxonomy. Consequently, transferable skills as general skills that must be also important among the higher educational objectives that can increase employees' chances to get non-matching jobs compared to their special degrees.

National Education Policy-2020: An Emphasis on Education through Mother Tongue

Education is the basic tool to develop society. The aims of education are closely related to the needs of society. Education paves way for the students to make desirable changes with the goals of the community. Through education, social preferences and cultural traditions are passed down from one generation to the other. Benjamin Bloom categorizes learning goals into three domains. The first of these is the cognitive domain. In this domain, he has given the second place for understanding. Understanding is an essential event in the teaching-learning process. The national education policy 2020 emphasis on learning through mother tongue would make the student understand the concepts and content in a better way. This article sheds light on the need for mother-tongue Tamil language as a medium of instruction for the better understanding of the learner which is emphasized in the National Education policy 2020.

A Critical Approach to the Inclusion of the Revised Bloom’s Taxonomy in Active Skills for Reading: Book 1

Bloom’s Taxonomy was produced in 1956 by the educational psychologist Benjamin Bloom with the aim of fostering higher order thinking skills in education. In time, the original taxonomy was revisited by applying some changes. This up to date taxonomy mirrors a more active style of cognition and is possibly more precise. The revised one developed the practicality of the taxonomy by employing action words. There are six steps of cognitive domain in the revised version, the levels of which are conceptually different. These are remembering, understanding, applying, analyzing, evaluating, and creating in the revised version and they are beneficial in forming learning outcomes since specific verbs are particularly suitable for each level. Accordingly, this paper focuses on exploring how the revised Bloom’s taxonomy is contained in the reading questions of an EFL reading course book. Therefore, two research questions were promoted to respond to the cognitive skills in the revised taxonomy. The first research question aims at evaluating the lower level while the second one hints on the higher cognition level. The analyzed EFL reading course book was inquired through descriptive content analysis method. The results of the study displayed that the assessed reading course book lacks the higher level cognitive skills underlined in the revised Bloom’s taxonomy. Thus, related assumptions have been produced to suggest how the reading course books which are being produced or will be produced should refer to the revised Bloom’s taxonomy while assessing reading comprehension.

PROFESSIONAL COMPETENCE AND THEIR TYPES

This article explains the meaning of the concept of competence, the meanings of the word, professional, personal, spiritual-educational, special, universal and other types of competence. The essence of competence is based on the views of Western scholars. EvaldTerhart, Franz Weinert, Benjamin Bloom, and other scholars have commented on the elucidation of the concept of competence in scientific research.

The Role of Technology in Reforming Design Education

Design education has significantly changed since the 1950s. The era depended widely on normative models such as those proposed by Benjamin Bloom (Bloom et al. 1956) and his collaborators, which resulted in the formulation of Bloom's Taxonomy. Comprising six interchangeable layers (knowledge, comprehension, application, analysis, synthesis, and evaluation) of higher and lower thinking, Bloom's taxonomy sets in place an archetypal model for education that thrives on object-driven goals. Here, pedagogical interchange and the object-driven and organised structure of education can adapt to each layer within the taxonomic structure.