Bloom's Taxonomy Research Articles

THE PROJECT-BASED LEARNING (STEM MODEL) IN FUNDAMENTAL PHYSICS LEARNING

The education involves STEM combines four fields: S for Science, T for Technology, E for Engineering, and M for Mathematics. STEM education is under the Malaysian Education Development Plan (PPPM) 2013-2025, to enhance the high interest and motivation to study these four fields. Subsequently, the academic achievement of the STEM subjects can be improved. Therefore, this study aims to study the usage of the STEM model in the learning process of fundamental physics subject, characterized by higher-order thinking skills. The sample in this study was students from the Centre of Foundation Studies in Science of Universiti Putra Malaysia. Two groups are formed: the group that will produce the model (developer groups) and the group that will use the model in the learning process (user groups). The user groups are given a Pre-Achievement Test (Pre-AT) to determine their initial skills on the related topic. At the same time, the developer groups develop the STEM model, which acts as a learning tool for the usage groups. Then, after being exposed to the STEM model for 2 months, the user groups are requested to answer a Post-Achievement Test (Post-AT). The performance of Pre-AT and Post-AT are compared since these tests use a similar level of Bloom's taxonomy. Moreover, both groups need to answer the same surveys regarding the model's formation and evaluate the model's satisfaction in the learning process. Based on the analysis results, it was found that using the STEM model enhances the understanding of physics concepts, and subsequently increase the critical thinking and problem-solving skills among students. In addition, the STEM model development enhances the skills of project-based learning (PBL) among students.

IMPACT OF BLENDED LEARNING TEACHING TECHNIQUE ON STUDENTS ACADEMIC ACHIEVEMENTS AT ELEMENTARY LEVEL

The increasing demands on teachers have led to the strategic integration of information communication technology, suggesting that teachers' efficacy can be heightened through the judicious incorporation of technology into their teaching techniques. In light of this premise, this research aimed to assess the impact of blending learning teaching techniques on the academic achievements of 8th class science subject students in Gujranwala. The main objective was to compare achievement levels between blending learning and traditional methods. In this regard, the pre-test post-test control group design was utilized, with a sample of sixty students randomly selected. Data were collected through achievement test, revealing the blending learnings' superiority in enhancing the students' cognitive skills according to Bloom's taxonomy. This study examined the leading issues in contemporary situation wherein results provide significant information in reaching the decision of study and making some appropriate recommendations. This highlighted the potential benefits in a tailor-made format thereby incorporating blending learning in developments of education at different levels especially at the elementary level.

Pemodelan Proses Bisnis Input Nilai Berbasis OBE pada Sistem Informasi Akademik UIN Sunan Kalijaga Yogyakarta

The Academic Information System of UIN Sunan Kalijaga is a system where all information related to academic issues is contained in it. Business modeling in the academic information system of UIN Sunan Kalijaga uses the Business Process Model and Notation method and is assisted by Visual Paradigm tools. This modeling focuses on the value input features performed by the lecturer. The research method used was observation of the value input guide document and direct interviews with the lecturer concerned. The results obtained, the parties who play a role in this process are study programs whose role is to fill in the CP and CPMK. Lecturers play the role of making assessments, relating assessments to CPMK and Bloom's Taxonomy, and entering scores in each assessment. The last party who plays a role in this process is the student, whose role is to see the output or final result of the value of each course.

Analysis of Mathematics Content Knowledge of Mathematics Teachers Based on Bloom's Taxonomy Revision

This study aims to assess mathematics teachers' understanding of Mathematics Content Knowledge based on the Revised Bloom Taxonomy. The method used is quantitative descriptive research with a survey approach. The respondents of this study were mathematics teachers who taught at SMP/MTs in Losari District, Brebes Regency. Data was collected using non-test instruments in the form of questionnaires and question tests. Data analysis involves presenting data, testing differences, and concluding. The results showed that teachers' understanding of Mathematics Content Knowledge in teaching and mastery of the material was categorized as strong. Based on Bloom's revised taxonomy, teachers have good mastery, especially in knowledge dimensions such as factual, conceptual, procedural, and metacognitive knowledge, which are categorized as high. There was no significant difference in the average Mathematics Content Knowledge score of teachers, either with a working period of less than 10 years, 10-15 years, or more than 15 years.

Cognitive Revised Bloom's Taxonomy Analysis in RPP PAI Documents in Senior High Schools (SMA)

. In 1956 Benjamin S. Bloom formulated the concept of Bloom's Taxonomy, which became known as Bloom's Taxonomy along with the evolution of educational theory. Anderson and Krathwohl then revised Bloom's Taxonomy, describing two main dimensions, namely cognitive processes and levels of knowledge. In the learning context, especially in Islamic Religious Education subjects in Senior High Schools (SMA), an essential first step is the preparation of effective learning tools, including quality learning implementation planning (RPP) based on the 2013 curriculum, with a focus on core competencies. and basic competencies. Analysis of the distribution of cognitive levels in the RPP documents for Core Competencies (KI)-3, KI-4, Basic Competencies (KD)-3, and KD-4 shows that the levels of understanding (C2), application (C3), and analysis (C4) included in the learning process. Therefore, in the context of Islamic Religious Education, these subjects have achieved higher order thinking skills (HOTS).

Problematika Guru Pendidikan Agam Islam (Pai) Dalam Menyusun Soal Berbasis Higher Order Thinking Skill (HOTS) Di SMP Negeri 2 Palu

This study aims to find out the problems faced by teachers and find out solutions for teachers who experience problems in compiling problems based on Higher Orther Thinking Skill (HOTS) or high-level thinking skills. This study uses qualitative research methods to understand a condition that occurs in PAI teachers in compiling HOTS questions. The results of this study show that the problems faced by PAI teachers in compiling Higher Thinking Skill (HOTS) questions at SMP Negeri 2 Palu have various problems. There are two problems with the three PAI teachers, namely first, the difficulty in compiling questions that contain problem solving. Second, PAI teachers have problems in determining the KKO (Operational Verb) that is appropriate and in accordance with Bloom's Taxonomy. Another problem is caused by the age factor experienced by one of the elderly PAI teachers resulting in decreased competence so that it is difficult to understand high-level problem solving. This research confirms that the school should conduct workshops related to the preparation of HOTS questions for teachers at SMP Negeri 2 Palu more often. As for PAI teachers, they should always improve their competence in compiling HOTS questions by utilizing the internet, social media and relevant books. In addition, PAI teachers should seriously participate during the Workshop and MGMP activities, so that the knowledge and information obtained can be truly understood and applied in the preparation of HOTS questions.

Analysis of Student Mathematics Learning Outcomes on the Concept and Equality of Two Matrices Based on Bloom's Taxonomy

The achievement of students in various mathematical learning materials needs to be analyzed. One of the topics that can be analyzed for its achievement is the concept and equality of two matrices. Achievements in mathematical learning should emphasize deep understanding and critical thinking abilities rather than mere memorization. Therefore, cognitive achievements in mathematics learning must be analyzed using Bloom's Taxonomy of cognitive levels to obtain a more comprehensive analysis. This study aims to classify daily test questions on the concept and equality of two matrices and describe eleventh-grade students' mathematics learning outcomes at SMAN 5 Pekanbaru for the 2022/2023 academic year, based on Bloom's Taxonomy cognitive domains. The research method used is descriptive with a qualitative approach. The subjects of this study are the eleventh-grade students of the MIPA 7 class. Based on the research findings, the mathematics learning outcomes of the eleventh-grade MIPA 7 students have reached the cognitive level of knowledge (C1) with an average percentage of 95.62% in the very good category, the cognitive level of understanding (C2) with an average percentage of 83.89% in the good category, and the cognitive level of application (C3) with an average percentage of 70.23% in the good category.

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.

The Art of Creative Inquiry—From Question Asking to Prompt Engineering

ABSTRACTAs artificial intelligence and natural language processing methods rapidly develop, communication plays a pivotal role in every‐day interactions. In this theoretical paper, we explore the overlap and commonalities between question‐asking and prompt engineering. While seemingly distinct, these processes share a common foundation in essential skills like creativity, critical thinking, and cognitive flexibility. We contend that prompt engineering, the art of crafting cues for language models, and question‐asking, the skill of formulating inquiries, form a symbiotic relationship. Delving into question complexity through Bloom's taxonomy and diverse types of questions, we propose strategies for not only efficient but also engaging prompt design. Our theoretical contribution emphasizes the dynamic role of creativity in both processes, offering intriguing perspectives on human–machine interactions and advancing our understanding of language models and communication skills.

Bloom's taxonomy-Can evidence-based teaching improve junior medical officers' knowledge of the mental health and guardianship acts?

To determine whether a brief educational intervention for Junior Medical Officers (JMOs), using teaching methods aimed at achieving higher outcomes on Bloom's Taxonomy, significantly improved participant confidence and knowledge in decision making about restrictive care. JMOs received a teaching session on restrictive medical and mental health care. Groups were randomly assigned to either sessions including a component of modern pedagogical interventions (Think-Pair-Share and SNAPPS), or sessions including a control period focusing on reviewing a condensed summary of relevant information. Pre- and post-intervention measures were recorded for subjective self-ratings of confidence and scores on standardized clinically relevant extended matching questions (EMQs). There was no difference in subjective confidence improvement between groups; however, the group receiving the modern pedagogical intervention demonstrated significantly greater objective performance on knowledge-based EMQs. A brief modern pedagogical intervention using interactive teaching methods shows promise for improving knowledge of restrictive care and the Mental Health and Guardianship Acts. In the control group, similarly increased confidence in knowledge did not equate to increased competence on a knowledge assessment. Refurbishing educational interventions presents opportunities for improving clinical outcomes and engaging junior doctors in psychiatry.

Dynamic answer-dependent multiple-choice questions and holistic assessment analysis in high-enrollment courses.

Many 4-year public institutions face significant pedagogical challenges due to the high ratio of students to teaching team members. To address the issue, we developed a workflow using the programming language R as a method to rapidly grade multiple-choice questions, adjust for errors, and grade answer-dependent style multiple-choice questions, thus shifting the teaching teams' time commitment back to student interaction. We provide an example of answer-dependent style multiple-choice questions and demonstrate how the output allows for discrete analysis of questions based on various categories such as Fundamental Statements or Bloom's Taxonomy Levels. Additionally, we show how student demographics can be easily integrated to yield a holistic perspective on student performance in a course. The workflow offers dynamic grading opportunities for multiple-choice questions and versatility through its adaptability to assessment analyses. This approach to multiple-choice questions allows instructors to pinpoint factors affecting student performance and respond to changes to foster a healthy learning environment.

Cognitive Level In Writing Tasks Of English Textbook At Tenth Grade Entitled “Bahasa Inggris”

This study aims to analyze the writing tasks in "Bahasa Inggris" textbook. The researchers examined the cognitive level of writing task and the most dominant level in this textbook based on level of Bloom's Taxonomy Revised Edition. There are 6 levels of cognitive levels, namely: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. This research is a descriptive qualitative research because the data collected is in the form of words. It used textbook "Bahasa Inggris" as the data source and used a checklist table in collecting and analyzing data. The researcher analyzed writing tasks in one textbook, but only focused in chapter 1 to 4. There were 13 writing tasks analyzed. The results showed that the cognitive level of tasks was only 5 levels, namely Remembering, Understanding, Applying, Analyzing, and Creating. The percentage of each level is 15.39% of 2 tasks for Remembering, 15.39% of 2 tasks for Understanding, 7.69% of 1 task for Applying, 23.07% of 3 tasks for Analyzing, and 38.46% of 5 tasks for Creating. It can be seen that there are 5 (38.46%) tasks included in Creating. This indicates that Creating has the highest percentage and has the most dominant writing task in "Bahasa Inggris" textbook.

THE RELEVANCE OF ENHANCING CRITICAL THINKING SKILLS IN FOREIGN LANGUAGE LEARNERS

The article discusses new trends in higher education and educational technologies, focusing on the development of critical thinking skills. It examines various definitions and approaches to critical thinking, including philosophical and cognitive-psychological perspectives. The technology of critical thinking development is explored as a system of methodical techniques and strategies aimed at enhancing students' educational and cognitive awareness. The article also discusses the relationship between critical thinking and Bloom's taxonomy, highlighting the importance of developing critical thinking skills in language learning. It concludes by emphasizing the need to structure learning activities to target different levels of critical thinking, from acquiring knowledge to synthesizing information and forming conclusions.

Relationships of Learning Styles to Bloom’s Taxonomy of Gen Z

This research investigates a cohort of Gen Z students’ learning attributes to understand their learning styles. In this study, we applied Bloom’s Taxonomy as a framework to understand the cognitive learning strategies of Gen Z students and explore the development of corresponding and effective learning and appropriate assessment approaches for their academic success. A survey of Business students at a medium-sized southeastern (US) university was conducted. The results indicate a significant positive relationship between the dependent variable, taking information apart, and exploring relationships to some of the Bloom Taxonomy attributes as independent variables.

Determining skills of basic schoolteachers in test item construction

AbstractAssessment practices play a crucial role in fostering student learning and guiding instructional decision‐making. The ability to construct effective test items is of utmost importance in evaluating student learning and shaping instructional strategies. This study aims to investigate the skills of Ghanaian basic schoolteachers in test item construction. The study focused on the revised Bloom's taxonomy. A cross‐sectional survey design was employed, and a questionnaire was developed and used to collect the needed data. The data were collected from 560 basic schoolteachers selected by using a simple random sampling technique. The participants comprised 280 male teachers and 280 female teachers. The data were collected and subjected to descriptive statistics analysis via mean, and standard deviation. While the p‐value (α ≤ 0.05) was used to determine the differences in the teachers' test item construction skills, the independence t‐test was used to compare the differences between the proficiency of male and female participants. The analysis revealed a notable contrast in how participants perceived their abilities in constructing test items, indicating a statistically significant difference. Specifically, female teachers demonstrated a stronger proficiency in test item construction skills compared to their male counterparts. Also, most teachers prioritised the lower levels within Bloom's taxonomy while crafting test items. Regular in‐service training on test item construction was recommended at the district level for teachers to update and upgrade their skills.

Investigation of the Science Individualized Education Programs’ Learning Outcomes According to the Revised Bloom Taxonomy

This study aims to determine whether the LO in individualized education programs (IEP) have any learning outcome value, whether they are included in the science education curriculum, and how the LO are distributed according to the RBT knowledge and cognitive process dimension levels. The IEPs from 49 science teachers working in 7 different regions of Turkey, which they prepared at the secondary school levels, were requested, and IEPs were analyzed using the document analysis method. It was concluded from the analysis that 6% of the LO in the IEPs did not have any learning outcome value and that 55% of the 2883 LO that had a learning outcome value consisted of those included in the science education curriculum. It was determined that the LO in the IEPs were at the level of conceptual at the most and at the level of meta-cognitive at the least from the knowledge dimension levels of RBT additionally, they were at the understanding at the most and at the creating and evaluating at the least from cognitive process dimension levels of RBT.

BASIC TEACHING OF BRYOPHYTA, THE DIVISION OF ALGAE IN BOTANY TO BLOOM'S TAXONOMY

This article includes an analysis of the organization of a lesson in botany based on Bloom's taxonomy, the botanical descriptions of lichens, the interpretation of objects through pictures, and the innovative approach of describing them. In addition, the goals of the subject were achieved by providing non-standard training sessions. Therefore, it is the duty of every professor-teacher to make fundamental changes in the process of education and upbringing and to work in harmony with the achievements of science. If the result of the lesson he gives is based on new pedagogical technologies, the student's mastery of the field will increase even more. Therefore, in the era of globalization and digitization, the innovative approach is of great importance in the education system of our country. In fact, effective organization of the lesson is achieved based on this approach. The content of education is covered in curricula and programs, textbooks, etc. Various methods, tools, organizational systems and forms (lecture, conversation, experiments, use of visual aids, observation, exercise, etc.) are used to achieve the goal set in education. Wide use of technical means (film, television, radio, computer, projector, etc.) in the educational process greatly helps to develop the educational method.

Levels, Objectives and Variables in Scientific Research

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.

Formation of professional competence in students of industry mechanical engineering specialties at chemistry tuition

The peculiarities of chemical education in training future specialists of the machine-building industry in the conditions of distance learning were considered. The need to update the content and quality of chemistry education based on a competency-based approach according to its structure was founded. A thorough review of the created distance course "1M Chemistry " and the algorithm for the formation of competencies in it according to Bloom's taxonomy, i.e. according to six main categories: knowledge, understanding, application, analysis, synthesis, evaluation were provided. The relevance of a purposeful, competent approach to the teaching of chemical material for the students of the Faculty of Mechanics and the importance of an emphasis in the distance chemistry course on the practical orientation of education, a combination of informational and problem-based methods of teaching the material were shown. Package of test tasks and calculation tasks of various levels of complexity were developed for the formation of the competence to analyze and evaluate. The role of independent work of students as a separate element of the distance course for the formation of higher-order cognitive skills that allow students to work at a creative level was proven. An analysis of students' assimilation of theoretical material and the ability to apply theoretical knowledge to solve problems of different levels of complexity was carried out. A diagram of students' qualitative success according to different types of knowledge diagnosis was presented. The ability of students to establish the correspondence between theoretical knowledge and the ability to apply it practically was assessed. Organizational and pedagogical conditions that allow the effective formation of professional competences when teaching chemistry in a technical university of a non-chemical profile were determined. The possibility of improving chemical education of students due to the development of educational and methodological materials in the distance course, which create an opportunity not only to form a system of subject skills and abilities, but also to carry out a qualitative diagnosis of the acquired knowledge in the discipline, was shown. Provision of effective teaching of chemistry based on new information and educational technologies and a modern strategy for effective training of qualified personnel were implemented

From Lecture Theaters to Online Classrooms: Examining The Growth of the Flipped Classroom

Traditional models of education involve teachers imparting knowledge to students in a classroom setting. However, new learning theories suggest that students do not all acquire information in the same way. Some learn better through independent exploration and discovery, while others thrive in social environments with hands-on instruction. This debate around student-centered versus teacher-centered pedagogy is far from resolved. One approach that is gaining attention is the "flipped classroom," which restructures learning activities so that domestic tasks typically done as homework are performed in class, with teacher guidance. Meanwhile, lectures previously given during class time are accessed autonomously by students at home, often via online video. This model arguably provides flexibility that better caters to varied student needs and learning styles. However, there are also challenges to consider when transitioning to a flipped model. This article explores the arguments on both sides, providing a balanced perspective on the benefits and limitations of traditional and flipped approaches based on current research in educational psychology. First, the article delves into the term "flipped classroom" and its relationship with the Bloom taxonomy. It then examines different flipped classroom models and finally the benefits and limitations of the flipped classroom application.