Bloom's Taxonomy Research Articles

Interactive Audio-Visual Learning Media Through Articulate Storylines Containing Problem-Based Contextual Learning to Improve Students' HOTS and Scientific Attitudes

This study examines the development of interactive audio-visual learning media using Articulate Storylines with problem-based contextual learning to improve students' higher-order thinking skills (HOTS) and scientific attitudes. Integrating Problem-Based Learning (PBL) with audio-visual media aims to address the challenges of modern education by encouraging critical thinking skills, creativity, and problem-solving in real-world contexts. The media design includes a login interface, learning materials on fluid dynamics, interactive quizzes, and evaluations. This study evaluates students' practicality, effectiveness, and scientific attitudes after using this media, with results showing moderate to high increases in HOTS. Validation tests show that this media is well-structured, engaging, and supports active learning, although the interactivity aspect can still be improved. N-Gain analysis shows that students improve their critical and analytical thinking skills per Bloom's Taxonomy and constructivist theory. These results indicate the potential of this media to enhance student learning outcomes.

Identifying factors associated with instructor implementation of three-dimensional assessment in undergraduate biology courses.

Recent national calls to transform undergraduate science education have centered on engaging students in scientific practices as a means to help them develop deeper insights into science. The three-dimensional framework for science education encapsulates the goals of these national calls by recommending that instructors integrate scientific practices, crosscutting concepts, and disciplinary core ideas throughout their courses. Prior research has found that introductory undergraduate biology exams contain few three-dimensional items suggesting that instructors likely face barriers in meeting the goals of national calls. To better understand these putative challenges, we explored factors potentially associated with three-dimensional alignment. Our generalized linear mixed model indicated that instructors who used three-dimensional items on their exams were more likely to use Bloom's Taxonomy when designing their exams and were more likely to write these items using a constructed-response format. We also found that professional development opportunities did not necessarily change the likelihood an instructor would employ three-dimensional items. We previously identified that few items in our sample fully aligned to scientific practices, making scientific practices the limiting dimension for three-dimensional alignment. Our subsequent analysis here revealed that most biology instructors had exam items that were at least partially aligned to scientific practices. Based on our results, we highlight the significant time and resources that instructors likely need to write and grade constructed-response assessments, suggest that instructors build on items that are mostly aligned to scientific practices to increase their three-dimensional alignment, and propose ways that professional development programs and communities might further support instructors in meeting national calls.

2022 개정 특수교육 기본 교육과정 수학과 성취기준 분석: Bloom의 신교육목표분류학에 기초하여

Objectives This study aims to provide implications for the achievement standards of the basic curriculum for mathematics in the 2022 Revised Special Education Basic Curriculum by analyzing them based on Bloom's revised taxonomy of educational objectives. Methods To this end, a total of 182 mathematics achievement standards of the revised 2022 special education basic curriculum were analyzed for five grade groups and five mathematics areas based on Bloom's new taxonomy of educational objectives. Results First, the achievement standards for each grade were analyzed. As a result, among Bloom's knowledge dimensions in all grade groups, ‘factual knowledge’ was the highest with 104 (57.1%), and among the cognitive process dimensions, ‘Understanding’ was the highest with 89 (48.9%). A binary classification analysis of knowledge and cognitive process levels, the achievement standards for remembering factual knowledge were found in 55 achievement standards(30.2%). There were no achievement standards for ‘Meta-cognitive knowledge’, ‘Evaluation’, and ‘Create’. Second, as a result of analyzing the achievement standards by mathematics area, ‘Factual knowledge’ was the highest in the knowledge dimension with 45 achievement standards (48.9%) for numbers and operations, 28 (87.5%) for shapes, and 24 (92.2%) for measurement. ‘Conceptual knowledge’ was the highest with 12 (70.5%) in the regularity area and 9 (60%) in the data and probability area. In the cognitive process, ‘Remember’ was the highest with 29 (31.5%) in the number and calculation areas and 18 (56.3%) in the measurement areas was the highest with 17 achievement standards (65.3%), the regularity area with 7 achievement standards (41.1%), and the data and probability area with 9 achievement standards(60.0%). There were no achievement standards for ‘Meta-cognitive knowledge’, ‘Evaluation’, and ‘Create’. Conclusions Based on the results of this study, implications for the development of mathematics achievement standards of the basic curriculum for special education and suggestions for future research were made.

Automatic generation of physics items with Large Language Models (LLMs)

High-quality items are essential for producing reliable and valid assessments, offering valuable insights for decision-making processes. As the demand for items with strong psychometric properties increases for both summative and formative assessments, automatic item generation (AIG) has gained prominence. Research highlights the potential of large language models (LLMs) in the AIG process, noting the positive impact of generative AI tools like ChatGPT on educational assessments, recognized for their ability to generate various item types across different languages and subjects. This study fills a research gap by exploring how AI-generated items in secondary/high school physics aligned with educational taxonomy. It utilizes Bloom's taxonomy, a well-known framework for designing and categorizing assessment items across various cognitive levels, from low to high. It focuses on a preliminary assessment of LLMs ability to generate physics items that match the Bloom’s taxonomy application level. Two leading LLMs, ChatGPT (GPT-4) and Gemini, were chosen for their strong performance in creating high-quality educational content. The research utilized various prompts to generate items at different cognitive levels based on Bloom's taxonomy. These items were assessed using multiple criteria: clarity, accuracy, absence of misleading content, appropriate complexity, correct language use, alignment with the intended level of Bloom's taxonomy, solvability, and assurance of a single correct answer. The findings indicated that both ChatGPT and Gemini were skilled at generating physics assessment items, though their effectiveness varied based on the prompting methods used. Instructional prompts, particularly, resulted in excellent outputs from both models, producing items that were clear, precise, and consistently aligned with the Application level of Bloom's taxonomy.

HANDS-ON FLUIDIZED BED CLASSROOM IMPLEMENTATION AND ASSESSMENT

In this study we examined the first-time use of a miniaturized fluidized bed module in a chemical engineering classroom. Learning activities were developed to foster learning at the higher levels of Bloom's taxonomy and within the ICAP framework to provide interactive, constructive, and active engagement to promote a deeper understanding of concepts. A hands-on activity facilitated by a desktop-scale fluidized bed and reinforcing printed worksheet materials was deployed within a 50-min class to encourage student engagement. Results from module performance tests compare well to predictions based on theoretical models suggesting this tool can effectively demonstrate fundamental concepts related to pressure loss in a packed bed, minimum fluidization velocity, constant pressure drop in a fluidized bed, bed expansion and repacking below a top screen. Pre- and Posttests 1 and 2 show student learning was significantly improved after pre-homework and the hands-on activity compared to the learning after the lecture alone. Student responses to two open-ended questions on Pre- and Posttests 1 and 2 allowed us to identify persisting student misconceptions about packed and fluidized beds. Suggestions for future work to repair these misconceptions are included in this study. Tweetable AbstractA hands-on fluidized bed learning tool enabling visualization of packed and fluidized beds in a chemical engineering classroom, and associated impacts on conceptual learning and student engagement.

THE ENHANCEMENT OF CRITICAL THINKING SKILLS THROUGH THE IMPLEMENTATION OF ACADEMIC WRITING IN ENGLISH LESSONS

The article delves into the significance of higher-order thinking skills in the context of academic writing, exploring various methodologies aimed at enhancing students' competencies in this area. It emphasizes the role of critical thinking, which is a key component of interdisciplinary knowledge as per Bloom's taxonomy strategy, encompassing the stages of remembering, understanding, applying, analyzing, evaluating, and creating. The study's main purpose is to analyze the effectiveness of the implementation of academic writing in the development of student's critical thinking skills. Accordingly, the research seeks to investigate and nurture students' critical thinking skills through academic writing. It demonstrates that students can effectively acquire critical thinking skills through specially structured educational activities in a phased learning approach. The study utilized a mixed-method design, collecting data through observation, written documents, and online surveys. The data obtained from these sources were then analyzed both quantitatively and qualitatively. The findings of the research reveal various stages of teaching critical thinking, facilitated by the instructor's efforts to actively engage students in the learning process. Based on the results of theoretical and expert analysis, the quantitative and qualitative data were compared and illustrated positive growth in learners’ academic writing skills. The processed-based approach was determined as a means of successful learning methodology in the development of higher-order thinking skills. The study also highlights the importance of well-designed writing assignments and group activities in encouraging students to revisit concepts, critically evaluate assumptions, and make substantial revisions to their written work.

Strategi Guru PAI dalam Mengembangkan Keterampilan, Kreatif dan Inovatif Siswa SMP Negeri 1 Langkat

This study aims to analyze the learning strategies of Islamic Religious Education (PAI) applied by teachers in improving student creativity and competence at SMP Negeri 1 Langkat, North Sumatra. The research method used was qualitative, with data collection methods through observation, interviews, and documentation. Observation was conducted to identify the interaction and application of learning strategies by PAI teachers, while in-depth interviews with teachers and students provided information related to the effectiveness of the method. The results showed that 1) Teachers' creativity in combining learning methods, such as discussions, projects, and the use of technological media, was able to create an interesting and interactive learning atmosphere, which had a positive impact on students' understanding of the teaching materials. 2) Improved facilities and infrastructure as well as curriculum adjustments also support the effectiveness of learning, so that students are more motivated to actively participate in the learning process. PAI teachers not only convey religious concepts, but also equip students with balanced cognitive, affective, and psychomotor abilities, in accordance with Bloom's taxonomy theory. This study concludes that innovation in learning methods and adequate facility support are key in improving students' learning skills and interest.

Leading the way: implementing aged care innovations.

The objective of this study was to identify the key characteristics of leaders that support the implementation of innovations in aged care settings. We conducted a secondary analysis of papers from a large scoping review that identified how leaders supported the implementation of innovations in aged care. Once imported into NVivo12, the findings were deductively coded using the domains of Bloom's taxonomy of learning. Each parent code was then inductively analyzed to identify key characteristics within each domain. Our review identified four types of knowledge, five skills, and six attitudes that leaders should exhibit to better support the implementation of innovations within aged care settings. In addition to our findings regarding Bloom's learning domains, we identified nine leadership behaviors that participants in the included papers perceived as valuable for enhancing the implementation process. Furthermore, we identified four key organizational elements that support leaders in navigating and facilitating the implementation of innovations within aged care settings. Our review identified the characteristics that leaders should demonstrate when supporting the implementation of innovations in aged care. Importantly, our findings also emphasized the changing role of leadership from a hierarchical approach to a more collaborative, supportive, and empowering style. The insights identified in this review will help to guide aged care leaders, stressing the significance of adaptable and relational leadership styles that will guide the implementation of innovations within the aged care sector. http://links.lww.com/IJEBH/A271.

Blooming Through the Evolution of DEI+

ABSTRACT The lexicon and language surrounding diversity, equity, and inclusion (DEI) are evolving with new and nuanced meanings arising, depending on historical and current contexts. Notably, the DEI initialism has evolved to incorporate justice, equity, diversity, and inclusion to create the acronym JEDI, excluding key terms such as accessibility, belonging, or antiracism. Adding a plus sign (+) to the DEI initialism embraces a more comprehensive and intersectional approach, creating space for transformative and evolving language. DEI+ aims to include and invite everyone into ongoing conversations where all are respected, supported, and feel a sense of belonging. Using Bloom's Taxonomy for cognitive learning as a framework, the authors advocate incorporating the DEI+ initialism within physical therapy education, research, and practice.

Enhancing university students' learning performance in a metaverse‐enabled immersive learning environment for STEM education: A community of inquiry approach

AbstractThe research paper explores the use of a metaverse‐enabled immersive learning environment (MeILE) guided by the Community of Inquiry (CoI) framework to enhance university student interactions and collaboration. The platform integrates various components, including avatar usage, multimodality, and gamification, with careful consideration of each CoI element to maximize students' immersive interactions and collaboration in STEM (science, technology, engineering, and mathematics) learning contexts. By aligning activities with Bloom's digital taxonomy, the metaverse environment aims to improve STEM learning outcomes. A case study conducted at a university demonstrated the successful implementation of essential CoI elements, leading to increased student engagement and improved learning performance. Results indicate MeILE facilitates interactive, reflective, constructive, and self‐regulated learning, which are essential for developing STEM and 21st century skills. The study emphasizes the teacher's role as a facilitator in fostering self‐directed learning, and cultivating 21st‐century skills through collaborative learning activities in virtual environment. The research underscores the importance of innovative educational tools in adapting to the evolving landscape of education in the digital age.

Automatic detection and interpretable analysis of learners’ cognitive states based on electroencephalogram signals

The development of higher-order thinking skills (HOTS) in learners is one of the educational objectives of the 21st century. Detecting learners’ higher and lower cognitive states based on electroencephalogram (EEG) signals is crucial for promoting the development of HOTS. In this study, we investigated the feasibility of using an EEG-based deep learning (DL) model to classify higher and lower cognitive states and employed eXplainable Artificial Intelligence (XAI) techniques to examine the neural mechanisms associated with the cognitive states. To trigger learners’ cognitive states, both high-level and low-level learning activities were developed based on a revised Bloom's taxonomy and the Interactive-Constructive-Active-Passive (ICAP) framework and used with 22 subjects whose EEG signal was recorded and detected with the Convolutional Neural Network-Long Short-Term Memory (CNN-LSTM) model. The CNN-LSTM model yielded a remarkable recognition accuracy of around 99 %. Finally, we proposed LIME-Brain Area (LIME-BA), an improvement of Local Interpretable Model-agnostic Explanation (LIME), to identify the distinctive attributes of brain area activities for different levels of cognitive states. According to the XAI interpretable analysis, we found that the frontal and temporal areas were activated in a higher cognitive state, and the occipital and parietal regions were activated in a lower cognitive state. This study provides further evidence for educators to design cognitive-guided instructional activities to enhance learners’ development of HOTS.

Evaluating the quality of multiple-choice question pilot database: A global educator-created tool for concept-based pharmacology learning.

The Core Concepts of Pharmacology (CCP) initiative is developing educational resources to transform pharmacology education into a concept-based approach. This study evaluated the quality of global educator-created MCQs in generating items for the pharmacology concept inventory (PCI) instrument and developed as a resource for learning pharmacology fundamental concepts. A panel of 22 global pharmacology experts recruited from the CCP initiative research team participated in the MCQ pilot database design and evaluation. The quality analysis framework of the MCQs in the pilot database included four assessment tools: item writing guidelines (IWGs), Bloom's taxonomy, the CCP, and the MCQ design format. A two-phase evaluation process was involved, including inter-rater agreement on item quality, followed by resolving conflicts that occurred in quality assessment. The chi-square (χ2) test of independence and Cramer's V correlation tests were utilized to measure the relationship among quality assessment attributes. About 200 MCQs were gathered and 98% underwent expert evaluation. Nearly 80% addressed one or more CCP, with 52% designed using a context-dependent format. However, only 40% addressed higher levels of Bloom's cognitive domain and 10% adhered to all IWGs. A strong positive correlation was observed between the context-based item format and its effectiveness in assessing the higher cognitive domain, the main CCP and improved IWGs adherence. Context-based item construction can assess the higher cognitive skills and fundamental pharmacology concepts, showing potential for rigorous PCI development. The pilot database will store items to create the PCI, aiding the development of a concept-based pharmacology curriculum.

ALSort – A Software Instrument for Learning Sorting Algorithms

Finding methods to teach sorting algorithms is a challenge for most Computer Science teachers, but also for students who are open to learn and search for information. Because nowadays students are very receptive to educational software, we want to introduce our instrument named ALSort – a software designed for teachers and students interested in the instructional process of sorting algorithms. ALSort is an educational software based on gamification and modelling. It is built on six stages of challenges related to the six levels of learning from the Revised Bloom Taxonomy and the version from this paper is a prototype.

A smart system for student performance assessment (SPA)

The proposed smart system for Student Performance Assessment (SPA) is a system that evaluates students' knowledge and skill attainment in a specific course by measuring their achievements of the Course Learning Outcomes (CLOs). The instructor defines the aspects, weights, and rating scale used by SPA to analyze each course. The system calculates the average of students' marks in each learning outcome and compares them with the CLO targets and scores to determine the effectiveness of the teaching and learning methods used. The system uses facts and rules extracted from the course syllabus and Bloom's Taxonomy to build its knowledge base. This paper presents the development of the SPA inference engine, which is used to find CLO targets based on the course level. The inference engine uses efficient procedures and a prediction process to determine the correct target and score, providing a reliable and understandable methodology for reasoning about the information in the knowledge base and formulating conclusions. SPA is a highly responsive and intelligent system that can be a valuable tool for measuring students' achievements. Its characteristics include high performance, reliability, and intelligibility, and its combination of cognitive systems and cognitive theory has led to remarkable progress in measuring student performance. Limitations include dependency on accurate course content and initial setup time, potential bias in CLO weight assignments, challenges in integrating SPA with existing institutional databases, the need for continuous updates to the knowledge base to reflect curriculum changes, and potential resistance from educators to adopt new technologies. Future improvements could involve adaptive learning integrations, enhanced user interfaces, and broader applicability across diverse educational settings.

Analysis of Evaluation of Cognitive, Affective and Psychomotor Levels in RPP Aqidah Moral Class XI MA Muallimat Malang with Revised Bloom's Taxonomy

This research uses Bloom's Taxonomy Theory and analyzes the Learning Implementation Plan (RPP) for Aqidah Akhlak lessons in Class XI Madrasah Aliyah Muallimat Malang City. Systematic data analysis is a descriptive qualitative research method. National Education focuses on cultivating students' talents/potential to become people who are devout/faithful, have good morals, insightful and responsible. In the Revised Method, Bloom's Taxonomy consists of three domains: the cognitive domain focuses on the intellectual aspect, the affective domain contains behavior and activities related to the application of the values of Islamic teachings, for example the application of behavior or customs, and the psychomotor domain focuses on the function of motor skills. or physical skills. and learning media such as direct learning, questions and answers, discussions etc. For research results related to implementation, deviant attitudes and actions, such as lying and lack of discipline. Based on data analysis of the results of the formulation of the RPP MA Muallimat Malang City, the presentation reached 64.5% at level C4.

It Takes Two: Online and In-person Discussions Offer Complementary Learning Opportunities for Students.

Discussions play a significant role in facilitating student learning through engagement with course material and promotion of critical thinking. Discussions provide space for social learning where ideas are deliberated, internalized, and knowledge is cocreated through socioemotional interactions. With the increase of internet-based and hybrid courses, there is a need to evaluate the degree to which online discussion modalities facilitate quality discussions and enhance student achievement. We assessed the effectiveness of asynchronous online discussion boards and traditional face-to-face discussions via qualitative (thematic coding and discussion network analysis) and quantitative (Bloom's taxonomy) techniques and evaluated student perceptions via precourse and postcourse surveys. We found differential strengths of the two formats. Online discussions increased response complexity, while in-person discussions fostered improved connections with course material. Themes related to sharing of personal identity, humanity and verbal immediacy were more frequent throughout in-person discussions. Survey responses suggested that a sense of community was an external motivator for preference of in-person discussions, while anxiety was a factor influencing online discussion preference. Our findings suggest that online and in-person discussions are complementary, and work in tandem to facilitate complex student thinking through online environments and social learning within the classroom.

Comparison of End-of-Theme Assessment Questions of Turkish as a Foreign Language Teaching Books According to the Revised Bloom's Taxonomy

Comparison of End-of-Theme Assessment Questions of Turkish as a Foreign Language Teaching Books According to the Revised Bloom's Taxonomy

Analysis of the Relevance of Class XI SKI Teaching Materials Based on Bloom's Taxonomy Approach

This research aims to analyze the SKI teaching materials for grade XI, even in the semester published by KEMENAG, especially in terms of the clarity of the material content and its relevance using Bloom's taxonomy analysis, covering students' cognitive, affective, psychomotor, and psychological domains. The researcher used library research through reading, reviewing, and analyzing several available literature, including books, notes, and reports of previous research results. The research technique uses descriptive analysis based on the collection of available sources. The study began by selecting Chapter 2 on Islamic Civilization During the Ottoman Empire from the teaching materials relevant to the 2019 Curriculum. This material was analyzed using Bloom's Taxonomy to evaluate the scope of the cognitive, affective, and psychomotor domains. The data that has been collected will then be analyzed descriptively to identify relevant findings. The results of this study state that the teaching materials for Islamic Cultural History for grade XI semester I have presented subject matter that is by the revised Bloom's Taxonomy based on the cognitive, affective, psychomotor domains and student development. Although there are still some weaknesses, it can be said that the material is relevant to the Revised Bloom's Taxonomy, which also meets the criteria of KI and KD. This teaching material is expected to be a student's reference book when studying. Thus, educators are expected to be able to deliver the material using various methods so that students can easily understand and not get bored so that learning objectives can be achieved to improve the quality of education.

CASE STUDY: ANALYSIS OF FOURTH GRADERS’ THINKING LEVELS ON ENGLISH VOCABULARY USING SMARTBOOK BASED ON BLOOM’S TAXONOMY

The use of technology can serve as an attractive tool for students to enhance their abilities, one of which is by utilizing a smartbook that contains materials and practice questions packaged in various digital platforms. This article aims to identify the challenges students face in understanding English vocabulary based on Bloom's Taxonomy. Bloom's Taxonomy has been widely used as a reference to measure students' abilities in the learning process, particularly in the cognitive aspect. The method used in this research is qualitative with a case study approach. The respondents of this study were 7 students, the homeroom teacher, and the fourth-grade English teacher at SDN Sawojajar 6, Malang City. Data were collected through interviews and documentation. The results of the study indicate that students face challenges in solving medium to HOTS (Higher-Order Thinking Skills) level questions due to their low interest in learning English, limited use of gadgets at school, and unfamiliarity with HOTS-type questions in English subjects.

Making A Difference: Launching a Multimodal, Resident-Run Social Emergency Medicine Program.

Social medicine seeks to incorporate patients' social contexts into their medical care. Emergency physicians are uniquely positioned to address social determinants of health (SDoH) on the frontlines of the healthcare system. Miami-Dade County (MDC) is a diverse and socially vulnerable area. In 2020, the University of Miami-Jackson Health System (UM-JHS) emergency medicine (EM) residency program launched a multimodal, resident-led Social EM program to identify and address SDoH in the emergency department (ED). We use a four-pillar approach to SDoH in the ED: Curriculum Integration; Community Outreach; Access to Care; and Social Justice. Residents graduate with a knowledge of Social EM principles through an 18-month curriculum, an elective, and a longitudinal track. We developed sustainable initiatives through interdepartmental and community-based partnerships, including a Narcan distribution initiative, an ED-based program linking uninsured patients to follow-up care, a human trafficking education initiative, and a quality improvement initiative for incarcerated patients. Given that the 18-month curriculum was launched in 2022, a full rotation of the curriculum had not been completed as of this writing, and data collection and analysis is an ongoing process. The initial pretest and post-test survey data show improvement in knowledge and confidence in managing Social EM topics. The Narcan initiative has screened 1,188 patients, of whom 144 have received Narcan. The ED-based patient navigation program has enrolled 31 patients to date, 18 of whom obtained outpatient care. Analysis of the impact/effectiveness of the program's other initiatives is ongoing. To our knowledge, this is one of the most robust social EM programs to date, as many other programs primarily focus on service opportunities. Rooted in the revised principles of Bloom's taxonomy of cognitive learning, this program moves beyond understanding Social EM tenets to generating solutions to address SDoH in and outside the ED.