Bloom's Taxonomies Research Articles

Questions Analysis of the General English language Exam for the Sixth Vocational Grade in Light of Bloom’s Taxonomy

The present study aims at identify the dominant cognitive six levels emphasized in the general English language exams for sixth vocational grade students. It also explores the potential implications of the exam question types for effective teaching practices in the sixth vocational grade English language context. To achieve the purpose of the study adopted a qualitative approach, utilizing document analysis (exam questions). Tools of the study includes a content analysis form designed in the light of six levels of Bloom taxonomies (remembering- understanding- applying- analysis- evaluating- creating). The study is limited on the exam of general English in 5 vocational departments in three academic years (2020-2021, 2021-2022, 2022-2023). Results revealed the increase of questions that assess lower cognitive levels of Blooms taxonomies in all the academic years of all branches and the sacristy of the questions that assess high cognitive levels; one or two at most in each year. More questions needed for each branch to assess analyzing, critical and interpretive levels of comprehension. Creativity and more writing tasks needed based on the curriculum objectives in each branch.

Comparing educational frameworks: unpacking differences between fink's and bloom's taxonomies in nursing education

BackgroundModern healthcare's dynamic and complex nature demands that nursing education evolves. Traditional reliance on Bloom's Taxonomy, while effective for cognitive development, falls short of addressing the holistic needs of nursing education. The integration of affective and practical dimensions is crucial, making Fink's Taxonomy of Significant Learning a valuable alternative. SummaryFink's Taxonomy, introduced in 2003, extends beyond the cognitive to include the human dimension, caring, and learning how to learn. These domains are vital for preparing nurses who can apply their knowledge effectively in diverse healthcare settings. This article delves into the benefits and challenges of implementing Fink's Taxonomy in nursing education and its compatibility with the profession's evolving demands. It also underscores the scant research on its application in nursing education, advocating for comprehensive studies. Discussion and conclusionAdopting Fink's Taxonomy could enhance the competence, empathy, and adaptability of nursing professionals, better equipping them for modern healthcare challenges. To ascertain Fink's efficacy in developing nursing skills and competencies, extensive research employing varied methodologies is imperative.

LITERATUR STUDY OF STUDENTS MATHEMATICAL PROBLEM SOLVING ABILITIES ON HIGHER ORDER THINKING SKILL QUESTIONS FROM VARIOUS LEARNING MODELS

This study aims to determine the results of a literature study on students' mathematical problem solving abilities on higher order thinking skill (HOTS) questions from various learning models. Students' problem solving abilities in identifying elements that are known or needed in solving mathematical problems, formulating mathematical problems, selecting problem solving, and re-examining problem solving to then make solutions in other ways or develop student problem solving when students are faced with math problem. High Order Thinking Skills (HOTS) is a thinking process of students at a higher cognitive level that is developed from various cognitive concepts and methods and learning taxonomies such as problem solving methods, bloom taxonomies, and learning, teaching, and assessment taxonomies. Based on the results of the analysis of the results of the study, it was concluded that students' mathematical problem solving abilities could be improved by applying problem based learning and discovery learning models. And the learning model that is better used is the Problem Based Learning.

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.

Textbook Evaluation of 'Economic and Developmental Study' Using Bloom Taxonomy

This research was conducted to evaluate ESP textbook, entitled 'Economic and Developmental Study', used by students of the Faculty of Economics, University of Muhammadiyah Malang by using Bloom's Taxonomy. In this case, The ESP aims to support students' mastery of English before they enter the professional world. Hence, textbook selection affects the development of learning effectiveness. It is expected that students can learn independently from the provided material inside textbooks. This research was aimed at analyzing the feasibility of the English for Economic and Developmental Studies textbook published by UMM Press using the Bloom Taxonomy cognitive approach. This research applied qualitative research that used a documentation method to collect the data. The results of the analysis showed that this book included Bloom's cognitive taxonomies: remembering, understanding, doing, analyzing, researching, and creating. Besides, this study also found that the presentation of material in the book was following Government Regulation (PP) No. 15 of 2009 concerning National Education Standards, namely: this textbook was able to (1) encourage student interaction for active learning, (2) there was a link between chapters, between subchapters, and between concepts, (3) there was an integration/harmony between concepts, and (4) presentation material was contextual.

Language Management in MICE Industries

Listening cannot be overemphasized since it is a vital skill in terms of the four language arts, language learning, and language teaching. The strategies that MICE-major university students might like are explored for their listening comprehension. Moreover, the research revealed the type of listening comprehension test item that could be difficult for students and indicated the difficulty that students might have in comprehending the test item so as to find some good strategies to overcome the difficulties. Furthermore, the classification of listening comprehension test items will conform to that of educational objectives of cognitive domain based on Bloom's (1974) taxonomies of educational learning [5]. Based on the findings, MICE-major university students will review their learning process and ask for more listening practice and strategic guidance in the hope that such activities will improve their listening comprehension and solve their listening difficulties, so that language teachers will create a win-win opportunity to double-check instructional deficiencies and offer supplementary aids. The qualitative research was conducted through a semi-structure interview. Based on academic performance, subjects recruited in this study were included 24 MICE-major students, 12 of whom were chosen as HPL students while the other 12 as LPL ones at National Kaohsiung University of Hospitality and Tourism in Kaohsiung City, Taiwan. The instruments used in this study included the simulated listening comprehension test of the Intermediate Level of the GEPT, and listening comprehension strategy questionnaire designed by the researchers. The pedagogical implication of research results will help ESP teachers to enhance their MICE-major university students' listening comprehension in their oral communication as required at work.

Exploring Faculty and Student iPad Integration in Higher Education

Higher education institutions are exploring the impact of technology integration in educational settings since the release of marketed devices like the iPad and Chromebook. A university in the southern region of the United States launched a yearlong feasibility study to explore how mobile technologies support student learning, influence instruction, and identify how faculty and students perceive the usage of mobile devices for teaching and learning. The population consisted of freshman-level participants enrolled in a general education biology course. Student participants ranged from 17-21 years of age. All students were provided with an iPad to use during the year. Researchers used several data sources to collect bi-weekly observations on both faculty and students, a student survey, and post focus group interviews with students and faculty. Using the SAMR model paired with Bloom's taxonomies, findings described the various levels in which iPads were integrated into instruction by faculty and student participants. Research revealed student appreciation of iPad affordances and features of the device. The analysis also identified building infrastructure, technology support, and teacher training in technology integration as vital pieces to a successful schoolwide implementation.

Teaching Nondeterminism Through Programming

Nondeterminism (ND) is a fundamental concept in computer science, and comes in two main flavors. One is the kind of ND that appears in automata theory and formal languages, and is the one that students are usually introduced to. It is known to be hard to teach. We present here a study, in which we introduced students to the second kind of ND, which we term opera- tive. This kind of ND is quite different from the first one. It appears in nondeterministic program - ming languages and in the context of concurrent and distributed programming. We study how high-school students understand operative ND after learning the nondeterministic programming language of live sequence charts (LSC). To assess students' learning, we used a two-dimensional taxonomy that is based upon the SOLO and the Bloom taxonomies. Our findings show that after a semestrial course on LSC, high-school students with no previous experience with ND of either type, understood operative ND on a level that allowed them to create and execute programs that included nondeterminism on various levels and in various degrees of complexity. We believe that it is important to expose students to the two types of ND, especially as ND has become a very prominent characteristic of computerized systems. Our findings suggest that students can reach a significant understanding of operative ND when the concept is introduced in the context of a programming course.

Analyzing and comparing the two grade- ten mathematics textbooks versions (Arabic and English) used in Abu Dhabi schools

This study was conducted to compare two grade- ten mathematics textbooks according to Bloom's Taxonomies. In the Arabic version, 37 out of 70 periods (55.29%) were given to plane geometry and trigonometry, whereas 29 out of 70 periods (41.41%) were allocated for geometry and trigonometry. Also, 12 periods (17.14%) were allocated for algebra in the Arabic version, whereas 19 periods (27.14%) in the English version. As concluded in the above percentages, more concentration was given to geometry in the Arabic version compared to Algebra in the English version. The results indicated that in the geometry chapter in the Arabic version, the educational objectives percentages ranged from 40.0 %( comprehension) to 8.75 (synthesis and evaluation), and 62.86 % of the educational objectives were in the lower levels of Bloom's Taxonomies. Whereas in the English version the Geometry chapter ranged from 45.65 % (application) to 10.87% (synthesis), and for the same chapters, 63.04 % were in the lower levels of Bloom's taxonomies. For the Algebra chapter, the objectives ranged from 56.25% (application) to 6.25 %( synthesis and evaluation) and from 47.62 % (application) to 4.76 % (comprehension and synthesis) in the Arabic and English versions respectively. With respect to educational objectives, 79.11 % of the educational objectives were at the application level in Arabic version compared to 93.27 % for the application in the English one.

Editor's Note

It's heartening to see how the conversation about college teaching has grown. When I created the FORUM over 20 years ago, there weren't that many publications available on college teaching. There were occasional newsletters from the few campus teaching centers, and there were some discipline-specific journals with small readerships. Today, there is a growing number of SoTL journals as well as a proliferation of (sadly expensive) conferences. From the start, a vigorous and varied conversation has been the FORUM's aim. In a good conversation, topics range from the mundane of practical importance to the conceptual and visionary. The FORUM tries to accommodate both, since both figure into the realities of college teaching. And important topics recur. Our last issue touched on helping students learn to read textbooks effectively. In our next issue, we'll return to that topic. Remember the psychomotor domain? A past issue explored the importance of this, the most neglected of the Bloom taxonomies. We'll be revisiting that topic in a future issue as well. Engagement? That too. As this subscription year comes to an end and a new semester begins, we thought it worthwhile to look ahead a bit and offer a glimpse of where part of the conversation will be going. In this issue we begin with a story on helping students find their voice as learners. You've probably heard of student voices and wondered what that might mean aside from complaints about grades. What it means most usefully might have to do with helping students understand themselves as learners; an understanding they can't really develop merely from the grades they get on exams. We begin this issue with the first of a two-part series on an approach to helping students find their voices and those understandings. At the moment in this issue, collaboration emerges as a focus. Our TECHPED by Mike Rogers and Mary Harriet Talbut of Southeast Missouri State University offers the first part of a three-part series outlining for faculty the wealth of resources available to collaborate in reshaping courses for today's technology-saturated learning environments. There's a lot of expertise out there, and the TECHPED columns outline where to start and how to make use of it. This issue's CREATIVITY CAFÉ column by Charlie Sweet, Hal Blythe, and Rusty Carpenter of the University of Eastern Kentucky is all about collaboration. An article on how The Beatles did it kicks off their thinking, but it's their own years of experience that have taught them most about what works. Leadership and ideas play into it of course, but “collaborations are sustained by mutual respect,” they say, and who could argue with that? The thing is, it applies between teachers and students as much as anywhere else. In PRAXIS, Henry Etlinger of the Rochester Institute of Technology extends his inquiry into the multiple uses of homework. Etlinger offers insights into how homework and group work, evaluation and the development of the “soft skills” needed to operate effectively with other humans can all be combined in the careful and creative use and design of this old, standard teaching tool. Finally, two pieces in this issue consider whether some of the problems teachers currently experience might indicate things needing adjustment in our own practice: our teaching approaches. Siew Hoon Lim of North Dakota University is not a fan of students using cell phones in his classes. He discourages it, but wonders when it occurs if perhaps it's because he hasn't made his lectures engaging enough. And Marilla Svinicki's AD REM … column challenges some current notions about students and entitlement. Maybe they aren't the ones who feel entitled, or at least the only ones in the teacher-student dyad who feel that way.

Stretching the Limits: Dyad Pedagogy and Technology Bolster Anatomy Learning.

Dyad Pedagogy (DP) combined with technology enhances student learning in first‐year Anatomy courses for medical students at SUNY Downstate. Two students working together (dyads) solve and/or explore a problem ‐ maximizing feedback between the two over all other approaches ‐ and thus optimizing learning in the cognitive, affective, and psychomotor domains as defined in Bloom's taxonomies of learning. The dyads create a project that applies the principles of gross anatomy to clinical pathologies in a presentation to be captured on HD video. They define muscles and innervations of a particular region of the body and explain issues associated with injury to these structures. The project integrates all learning modalities: textbook, lectures, gross anatomy labs, and the internet and involves three stages of dyad problem‐solving: 1. they become experts in the anatomy of their region of study; 2. they develop a skit to aid in the communication of the clinical relevance of muscle‐nerve damage; 3. they present the project to the class. The presentation is then video‐taped and posted on the Intranet for their classmates to use during review and study. These dyad‐created anatomy videos augment the learning of gross anatomy principles and are adjudged clear and engaging presentations of muscle action. Their value is evidenced by the impact of this learning method on the entire class as measured in terms of their online use.Grant Funding Source: SUNY Downstate

Assessing the Assessment: Are Senior Summative OSCEs Measuring Advanced Knowledge, Skills, and Attitudes?

The authors investigated adaptation of Bloom's and Simpson's taxonomies for the medical (student) setting, and using the adapted taxonomies to determine whether a summative objective structured clinical examination (OSCE) used at their medical school was assessing higher-order knowledge, skills, and attitudes. Two faculty members (including H.M.H.) adapted the taxonomies and used them to categorize (knowledge, skills, or attitudes) and rank (by level within the taxonomies) every item on every OSCE station checklist. Interrater reliability was moderate to high. Although there was a range of domains and levels within and across stations, on average every OSCE station was assessing learning behaviors at a lower level than expectations articulated in the school's goals for medical students' education. The adapted taxonomies were useful for assessing the domains and levels of behaviors measured on the summative OSCE, and they can also be used to modify existing checklists or to create new assessment instruments that meet the expectations articulated in a school's goals for medical students' education.

The structural validity of the perceived traits of the “ideal student” multi-faceted theory among education students

The article presents a multi-faceted theory of “ideal high school student” traits. The trait system, as defined by several theories, is a translation of the teachers’ belief system into educational objectives. The study focused on Bloom's taxonomies and the structural validity of its principles, using Similarity Structure Analysis. Aware of the criticism of the taxonomies, the study examines and confirms several principles underlying the taxonomies, while others are still open to reexamination.

Web-Based Education in the Human Services: Use of Web-Based Video Clips in Counselling Skills Training

SUMMARY This use of web-based video clips for counsellor skills training is used in the Campus Alberta Applied Psychology Counselling Initiative which provides Master's-level counsellor education at a distance. The core counselling skills course is delivered through the Web using digital video clips of counselling skills demonstrations, chat room skills practice and weekly discussion forums. A follow-up face-to-face Summer Institute allows learners to receive live feedback on their skill development. Course content is grounded in the construct of the working alliance (Bordin, 1979). Course activities use Bloom's taxonomies of learning objectives. Program evaluation suggests that learners are meeting competencies as they move from this course to practicum placements.

Mentoring Gifted Talented Creative Students on an Initial Student Teaching Practicum: Guidelines and Benefits

The paper describes two Mentor-Assisted Enrichment Projects which have endeavoured to promote cognitive and affective learning outcomes in terms of Bloom's and Krathwohl's Taxonomies. The emphasis is on a practical and inexpensive method of providing enrichment by helping in a systematic way the expertise already available in both the school and the wider community. Guidelines for implementing the Mentor scheme are outlined in the ‘Four-Phase Mentoring Model’ and the ‘Helping Relationships Model.’

Instrumentation of Bloom's and Krathwohl's taxonomies for the writing of educational objectives

Instrumentation of Bloom's and Krathwohl's taxonomies for the writing of educational objectives

V The Import of the "Bloom Taxonomies" for Religious Education

V The Import of the "Bloom Taxonomies" for Religious Education