Cognitive Taxonomy Research Articles

Comparison of Mytelemap and MindMeister in using competence maps for self-learning

ABSTRACT Several educational mapping techniques include mind mapping, concept mapping, knowledge mapping and competence mapping. This research used pedagogically informed competence maps featuring subject matter and learner capabilities. Mytelemap, a prototype tool, helps learners structure and visualise competence maps and provides study links based on map nodes. An experiment compared learning gains using Mytelemap with the general-purpose tool MindMeister across four web technology topics (HTML, CSS, CSS box model, WordPress) and two levels of Merrill’s cognitive taxonomy (recall, use/apply). Results showed significantly higher learning gains with Mytelemap across all topics and taxonomic levels. Learners felt positively about competence mapping and preferred Mytelemap. In contrast, MindMeister showed only modest to negligible learning gains, highlighting the value of Mytelemap’s link generation based on node keywords.

Enhancing Learning Outcomes and Student Engagement: Integrating E-Learning Innovations into Problem-Based Higher Education

With the rapid development of e-learning in higher education, this study explores the application of the problem-based learning (PBL) learning model in the e-learning ecosystem. This article explores the concept of participatory engagement in the e-learning ecosystem and integrates it with PBL theory through the use of ICT to support interaction and collaboration. The research method used is R&D learning models in the Heavy Equipment Technology course at Universitas Negeri Padang. The research findings should be interpreted cautiously due to limitations such as differences in contexts across various courses and factors related to technology implementation in the learning environment. The study results show that it can improve learning outcomes and students’ critical thinking skills. Specifically, 70% have implemented Bloom’s cognitive taxonomy Level C4 and above, aided by a self-reflection participation process that enables students to reflect on content, learning processes, and understanding through internal dialogue, generating new ideas and solutions. This is evidenced by the results of the Path Coefficients test with P-Value EE → LO 0.050 and PBL → LO 0.046, as well as Specific Indirect Effect EE → SPR → LO 0.003 and PBL → SPE → LO 0.047 where the value is ≤ 0.05. The implications include guidance for designing effective e-learning ecosystems and adaptive learning strategies in higher education. Future research is recommended to further explore the impact of this integration and develop more effective PBL models in diverse courses and other educational institutions.

Comparing the performance of artificial intelligence learning models to medical students in solving histology and embryology multiple choice questions

IntroductionThe appearance of artificial intelligence language models (AI LMs) in the form of chatbots has gained a lot of popularity worldwide, potentially interfering with different aspects of education, including medical education as well. The present study aims to assess the accuracy and consistency of different AI LMs regarding the histology and embryology knowledge obtained during the 1st year of medical studies. MethodsFive different chatbots (ChatGPT, Bing AI, Bard AI, Perplexity AI, and ChatSonic) were given two sets of multiple-choice questions (MCQs). AI LMs test results were compared to the same test results obtained from 1st year medical students. Chatbots were instructed to use revised Bloom’s taxonomy when classifying questions depending on hierarchical cognitive domains. Simultaneously, two histology teachers independently rated the questions applying the same criteria, followed by the comparison between chatbots’ and teachers’ question classification. The consistency of chatbots’ answers was explored by giving the chatbots the same tests two months apart. ResultsAI LMs successfully and correctly solved MCQs regarding histology and embryology material. All five chatbots showed better results than the 1st year medical students on both histology and embryology tests. Chatbots showed poor results when asked to classify the questions according to revised Bloom’s cognitive taxonomy compared to teachers. There was an inverse correlation between the difficulty of questions and their correct classification by the chatbots. Retesting the chatbots after two months showed a lack of consistency concerning both MCQs answers and question classification according to revised Bloom’s taxonomy learning stage. ConclusionDespite the ability of certain chatbots to provide correct answers to the majority of diverse and heterogeneous questions, a lack of consistency in answers over time warrants their careful use as a medical education tool.

EEG as a potential ground truth for the assessment of cognitive state in software development activities: A multimodal imaging study.

Cognitive human error and recent cognitive taxonomy on human error causes of software defects support the intuitive idea that, for instance, mental overload, attention slips, and working memory overload are important human causes for software bugs. In this paper, we approach the EEG as a reliable surrogate to MRI-based reference of the programmer's cognitive state to be used in situations where heavy imaging techniques are infeasible. The idea is to use EEG biomarkers to validate other less intrusive physiological measures, that can be easily recorded by wearable devices and useful in the assessment of the developer's cognitive state during software development tasks. Herein, our EEG study, with the support of fMRI, presents an extensive and systematic analysis by inspecting metrics and extracting relevant information about the most robust features, best EEG channels and the best hemodynamic time delay in the context of software development tasks. From the EEG-fMRI similarity analysis performed, we found significant correlations between a subset of EEG features and the Insula region of the brain, which has been reported as a region highly related to high cognitive tasks, such as software development tasks. We concluded that despite a clear inter-subject variability of the best EEG features and hemodynamic time delay used, the most robust and predominant EEG features, across all the subjects, are related to the Hjorth parameter Activity and Total Power features, from the EEG channels F4, FC4 and C4, and considering in most of the cases a hemodynamic time delay of 4 seconds used on the hemodynamic response function. These findings should be taken into account in future EEG-fMRI studies in the context of software debugging.

Teachers’ Utilization of Bloom’s Cognitive Taxonomy in Examination in Public Secondary Schools in Nandi County, Kenya

Stakeholders are generally concerned in how public secondary schools perform academically in contrast to private schools. The optimal application of Bloom’s Taxonomy should foster increased performance. Thus, the purpose of the study was to ascertain how students’ academic achievement in public secondary schools in Nandi County, Kenya, related to teachers’ application of Bloom’s Cognitive Taxonomy in teaching and examination. The study’s goal was to find out how instructors used Bloom’s Taxonomy when creating internal exams. A pragmatic paradigm was used in the investigation. The foundation of this study was Bloom’s Cognitive Taxonomy. This study used an explanatory sequential design in conjunction with a mixed method research technique. The research population consisted of 2055 teachers from 137 public secondary schools. The sample size was 360 teachers from 30 county schools. 30 county schools were selected using simple random sampling, from which 12 Form 3 teachers teaching 6 selected subjects were identified. Questionnaires and document analysis were used to collect data from examination. Data was analyzed using frequencies, and means. The results showed that 86 % of the teachers utilized Bloom’s Taxonomy when setting exams. The overall percentages for using Bloom’s Cognitive Taxonomy in examination papers were as follows: remembering 29.4%, understanding 28.5%, applying 14.5%, analyzing 9.9%, evaluating 8.7%, and creating 8.8%. The study therefore concluded that, most teachers used Bloom’s Taxonomy when developing internal tests, and recommended that all teachers should utilize Bloom’s Taxonomy and maximize all the levels of it in exams so as to promote an insightful approach to learning and critical thinking experience that will enhance academic performance for the students.

“Summative evaluation” as a teaching method: An opportunity to reduce confirmation bias

The article examined the effectiveness of using summative evaluation in developing a deep understanding and critical thinking skills among secondary school students. Preparing questions which contain an explanation of concepts in the question paper helps the students to develop a deep understanding and critical thinking skills while answering. The answers of the students were analyzed both quantitatively and qualitatively. The researchers identified five themes based on Bloom’s theory of cognitive taxonomy to explore the critical thinking skills of the respondents. There were five components: comprehension, application, analysis, synthesis, and evaluation. Content analysis indicated that the above method limits the confirmation bias. A comparison of answers to three tests in history showed a significant difference (p < 0.01) between the control group (N = 151) and experimental group students (N = 129). Adding positive or negative content in the description of concepts in the essay question influences the response.

Classroom assessment that tailor instruction and direct learning: A validation study

We report the validity of a test instrument that assesses the arithmetic ability of primary students by (a) describing the theoretical model of arithmetic ability assessment using Wilson’s (2004) four building blocks of constructing measures and (b) providing empirical evidence for the validation study. The instrument consists of 21 multiple-choice questions that hierarchically evaluate arithmetic intended learning outcomes (ILOs) on arithmetic ability, hierarchically, based on Bloom’s cognitive taxonomy for 138 primary three grade students. The theoretical model describes students’ arithmetic ability on three distinct levels: solid, developing, and basic. At each level, the model describes the characteristics of the tasks that the students can answer correctly. The analysis shows that the difficulty of the items followed the expected order in the theoretical construct map, where the difficulty of each designed item aligned with the cognitive level of the student, the item difficulty distribution aligned with the structure of the person construct map, and word problems required higher cognitive abilities than the calculation problems did. The findings, however, pointed out that more difficult items can be added to better differentiate students with different ability levels, and an item should be revised to enhance the reliability and validity of the research. We conclude that the conceptualizations of such formative assessments provide meaningful information for teachers to support learning and tailoring instruction.

A Content Analysis Of Blooms’ Revised Cognitive Taxonomy in The Textbook Entitled “Grow With English” for The Sixth Grade of Elementary School

The Objective of this research is to get empirical evidence of the distribution of higher order thinking skill based on revised edition of Bloom’s taxonomy in English textbook namely Grow with English Textbook. In this research, the researcher used content analysis method. In collecting data, the researcher used checklist table to collect qualitative data in form of words which were reading exercises. The researcher employed analysis card as the instrument to analyze the data. The researcher found that each textbook had different distribution of the HOTS. As the focus of this research, the HOTS consists of three skills namely; the create skill or C4, the evaluate skill or C5, and the create skill or C6. The results showed that the analyze skill in Grow with English textbook obtained 8,55%, then the evaluate skill obtained 8,17% and the create skill only obtained 1,85%. Finally, it can be said that the skills of the HOTS in the textbook provided in which the analyze skill or C4, the evaluate skill or C5, and the create skill or C6 were different and unequal to each other related to the distribution.

Similar representation of names and faces in the network for person perception

Person-knowledge encompasses the diverse types of knowledge we have about other people. This knowledge spans the social, physical, episodic, semantic & nominal information we possess about others and is served by a distributed cortical network including core (perceptual) and extended (non-perceptual) subsystems. Our understanding of this cortical system is tightly linked to the perception of faces and the extent to which cortical knowledge-access processes are independent of perception is unclear. In this study, participants were presented with the written names of famous people and performed ten different semantic access tasks drawn from five cognitive domains (biographic, episodic, nominal, social and physical). We used representational similarity analysis, adapted to investigate network-level representations (NetRSA) to characterise the inter-regional functional coordination within the non-perceptual extended subsystem across access to varied forms of person-knowledge. Results indicate a hierarchical cognitive taxonomy consistent with that seen during face-processing and forming the same three macro-domains: socio-perceptual judgements, episodic-semantic memory and nominal knowledge. The coordination across regions was largely preserved within elements of the extended system associated with internalised cognition but differed in prefrontal regions. Results suggest the elements of the extended system work together in a consistent way to access knowledge when viewing faces and names but that coordination patterns also change as a function of input-processing demands.

LA RETÓRICA DEL REFRENAMIENTO EN LA PIEDRA ALADA (2005) DE JOSÉ WATANABE

José Watanabe is considered one of the most important poets of the generation of 70’s, despite his insularity in relation to the poetic movements of his time. In 2005, he published La piedra alada, which did not receive much attention from literary criticism. In this sense, to contribute to the study of La piedra alada, the article aims to examine the topic of stone in this collection of poems through the analysis of the following poems “La piedra del río” and “Jardín japonés”. To do this, it is hypothesized that in La piedra alada, the figure of the stone, by fulfilling a spatial orientation and a model role, allows the approach of a rhetoric of restraint beyond elocutio, in other words, as inventio. The interlocutors proposed by Camilo Fernández Cozman, the cognitive taxonomy of the metaphor proposed by George Lakoff and Mark Johnson, the contributions of Stefano Arduini to the General Textual Rhetoric, the classification of the argumentative techniques of Chaïm Perelman and, finally, the concept of restraint.

An Investigation of Constructive Alignment between Learning Outcomes and Assessment in English Department Modules

Before the 21st century education reform, most university teachers considered assessment quality to be based on studied material comprehensiveness. The current requirements of society and market have given rise to a considerable change in dealing with and assessing information at university level from content memorisation to using the content information in daily life to do various tasks; for instance, solving problems, applying studied information to new situations, and evaluating it. In the Iraqi Kurdistan Region, such a shift in assessment quality is rarely perceived as a way of preparing university students for the present labour market, especially in terms of focusing on the course-syllabus learning outcomes (CSLO) and final written examinations (FWE). This could be due to the fact that the university examination questions of the region are not currently reviewed by the quality assurance of college or the scientific committee of department as part of education quality. Thus, at the absence of quality control, some instructors may design examination questions the way they prefer as university students complain about the differences in the difficulty level of various examination questions. Through content analysis, the present study investigates the quality of learning outcomes stated in the course syllabi, the knowledge depth in final examination questions, the alignment extent between FWE and CSLO in terms of knowledge depth. Additionally, it studies the instructors’ perceptions and practices of constructive alignment via using an interview, at English Department, College of Basic Education, Salahaddin University-Erbil for the academic year 2020-2021. Both quantitative and qualitative methods have been used for data collection and analysis in this study. Among the study findings are that university teachers are unaware of the constructive alignment between the learning outcomes of a module and its summative assessment questions; and they largely focus on lower thinking skills, rather than higher thinking skills of the revised Bloom’s cognitive taxonomy in their written examination questions. To improve the quality of constructive alignment between learning outcomes and assessment, several recommendations are finally put forward.

A Novel Proposal to Use Thinking Maps to Embed Blooms’ Taxonomy Within Teaching, Learning, and Assessment

In this article, a methodology for utilising eight Thinking Maps that are linked to a cognitive taxonomy will be explored. Firstly, the various taxonomies focusing on cognitive processes will be elaborated upon, namely Bloom’s Taxonomy as well as Barret’s Taxonomy that is used in the education system. Following this, the article will explore the questioning strategy that links questions to either taxonomy and how this strategy is currently employed in classrooms worldwide. A section then elucidates the eight Thinking Maps and what types of thought processes are associated with each map. A methodology will be discussed that links the eight Thinking Maps to verbs that are all associated with the previously mentioned taxonomies. Finally, an adaptive systematic methodology will be elaborated upon, linking to the information processing theory.

Self-directed learning: A case-study of school students scientific knowledge construction outdoors

Prior findings highlight school students’ low motivation to study science, while 21st-century education aims to achieve their key competencies: scientific literacy and autonomous problem-solving to be prepared for smooth adaption to quickly changing circumstances. Real-life learning scenarios can meet these shortfalls to engage the learners by the knowledge-in-use perspective. This, however, requires that learners have high-level abilities of complex learning. We conducted a case study of outdoor learning with 8th–graders (age 14–15) to foster their scientific thinking addressing a real-life problem hands-on. Although the results showed that students’ conceptual knowledge increased, they also indicate participants’ cognitive taxonomy difficulties. An insight into the cognitive load aspects is given as it may appear in different autonomous learning situations. This work highlights the aspects little discussed so far (1) school students’ varying cognitive skills; (2) difficulties arising from the high cognitive load caused by multitasking, accompanied by the complex learning approach. This raises the questions of how to conduct motivating science lessons, where to practice the multi-component learning skills; and how to foster autonomous learning, where to gain the relevant knowledge without overburdening novice learners.

Cognitive phenotypes in frontal lobe epilepsy.

ObjectiveNeuropsychological profiles are heterogeneous both across and within epilepsy syndromes, but especially in frontal lobe epilepsy (FLE), which has complex semiology and epileptogenicity. This study aimed to characterize the cognitive heterogeneity within FLE by identifying cognitive phenotypes and determining their demographic and clinical characteristics.MethodOne hundred and six patients (age 16–66; 44% female) with FLE completed comprehensive neuropsychological testing, including measures within five cognitive domains: language, attention, executive function, processing speed, and verbal/visual learning. Patients were categorized into one of four phenotypes based on the number of impaired domains. Patterns of domain impairment and clinical and demographic characteristics were examined across phenotypes.ResultsTwenty‐five percent of patients met criteria for the Generalized Phenotype (impairment in at least four domains), 20% met criteria for the Tri‐Domain Phenotype (impairment in three domains), 36% met criteria for the Domain‐Specific Phenotype (impairment in one or two domains), and 19% met criteria for the Intact Phenotype (no impairment). Language was the most common domain‐specific impairment, followed by attention, executive function, and processing speed. In contrast, learning was the least impacted cognitive domain. The Generalized Phenotype had fewer years of education compared to the Intact Phenotype, but otherwise, there was no differentiation between phenotypes in demographic and clinical variables. However, qualitative analysis suggested that the Generalized and Tri‐Domain Phenotypes had a more widespread area of epileptogenicity, whereas the Intact Phenotype most frequently had seizures limited to the lateral frontal region.SignificanceThis study identified four cognitive phenotypes in FLE that were largely indistinguishable in clinical and demographic features, aside from education and extent of epileptogenic zone. These findings enhance our appreciation of the cognitive heterogeneity within FLE and provide additional support for the development and use of cognitive taxonomies in epilepsy.

The number of shoulder and elbow questions on the orthopedic in-training examination is increasing with greater emphasis on critical thinking over recall

It is critical for orthopedic surgery residents and residency programs to have a current understanding of the content and resources utilized by the Orthopedic In-Training Examination (OITE) to continuously guide study and educational efforts. This study presents an updated analysis of the shoulder and elbow section of the OITE. All OITE questions, answers, and references from 2013 to 2019 were reviewed. The number of shoulder and elbow questions per year was recorded, and questions were analyzed for topic, imaging modalities, cognitive taxonomy, and references. We compared our data to the results of a previous study that analyzed shoulder and elbow OITE questions from 2002 to 2007 to examine trends and changes in this domain overtime. There were 177 shoulder and elbow questions (126 shoulder, 71.2%; 51 elbow, 28.8%) of 1863 OITE questions (9.5%) over a 7-year period. The most commonly tested topics included degenerative joint disease/stiffness/arthroplasty (31.6%), anatomy/biomechanics (16.9%), instability/athletic injury (15.3%), trauma (14.7%), and rotator cuff (13.6%). Half of all questions involved clinical management decisions (49.7%). A total of 417 references were cited from 56 different sources, the most common of which were the Journal of Shoulder and Elbow Surgery (23.3%), Journal of the American Academy of Orthopaedic Surgeons (20.4%), and Journal of Bone and Joint Surgery (American Volume) (16%). The average time lag from article publication to OITE reference was 7.7 years. Compared with a prior analysis from 2002 to 2007, there was a significant increase in the number of shoulder and elbow questions on the OITE (5.5% to 9.5%; P < .001). Recent exams incorporated more complex multistep treatment questions (4.4% vs. 49.7%; P < .001) and fewer recall questions (42.2% vs. 22%; P < .001). There was a significant increase in the use of imaging modalities (53.3% vs. 79.1%; P < .001). No significant differences in the distribution of question topics were found. The percentage of shoulder and elbow questions on the OITE has nearly doubled over the past decade with greater emphasis on critical thinking (eg, clinical management decisions) over recall of facts. These findings should prompt educators to direct didactic efforts (eg, morning conferences and journal club) toward case-based learning to foster critical thinking and clinical reasoning skills.

Patient safety assurance in the age of defensive medicine: a review

The definition of defensive medicine has evolved over time given various permutations and combinations. The underlying meaning, however, has persisted in its relevance towards two classifications, positive and negative defensive medicine. Positive defensive medicine is specific to overutilization, excessive testing, over-diagnosing, and overtreatment. Negative defensive medicine, on the contrary, is specific to avoiding, referring, or transferring high risk patients. Given the above bifurcation, the present research analyzes defensive medicine in the landscape of medical errors. In its specificity to medical errors, we consider the cognitive taxonomies of medical errors contextual to execution and evaluation slips and mistakes. We, thereafter, illustrate how the above taxonomy interclasps with five classifications of medical errors. These classifications are those that involve medical errors of operative, drug-related, diagnostic, procedure-related, and other types. This analytical review illustrates the nodular frameworks of defensive medicine. As furtherance of our analysis, this review deciphers the above nodular interconnectedness to these error taxonomies in a cascading stepwise sequential manner. This paper was designed to elaborate and to stress repeatedly that practicing defensive medicine entails onerous implications to physicians, administrators, the healthcare system, and to patients. Practicing defensive medicine, thereby, is far from adhering to those optimal healthcare practices that support quality of care metrics/milestones, and patient safety measures. As an independent standalone concept, defensive medicine is observed to align with the taxonomies of medical errors based on this paper’s diagrammatic and analytical inference.

Problematika Hasil Belajar Matematika Pada Pembelajaran Tatap Muka Terbatas Pandemi Covid-19 Ditinjau Dari Lingkungan Belajar

The aim of this research is to know about the problematic of the students’ learning outcome in limited directly learning at the covid-19 pandemic which looked by the learning environment. This research is descriptive method with qualitative approach. The subjects of this research are 4 students in 9th grade at SMP Terpadu Miftahul Khoir which have high and low ability. 2 students live in Islamic Boarding School, and 2 students don’t live in it. The test appropriates to cognitive Taxonomy Bloom Revise. The technique to take the sample is Purposive sampling. The instruments of this research are mathematic test, questionnaire, and interview. The techniques of data analysis are data reduction, data presentation, and conclusion. The result of this research is the students cannot use the facility well. The students which have high ability can achieve the indicator of understanding and applying, but cannot know how to finish the non-routine exercises. And the low ability students cannot finish the understanding and applying indicator exercises.

Classroom Discourse and Teachers’ Experience: A Cognitive View

In this article, we intend to investigate the role of experience in EFL teachers’ discourse using a cognitive taxonomy. In this line, we are going to examine whether there any significant differences between novice and inexperienced groups of teacher in their discourse with regard to a cognitive taxonomy. The selected sample comprises twenty-seven English teachers engaged in EFL classes. Totally, six categories of cognitive processes were introduced. The categories are from the most concrete to the most abstract: (1) knowledge; (2) comprehension; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. According to the results, it was revealed that experienced teachers used more action verbs in all the categories of this taxonomy (428 action verbs out of 805), whereas novice teachers (teachers which has less than 4 years of experience) used 377 action verbs. It can be concluded that experienced teachers teach in more fruitful and meaningful way. Novice teachers can learn and construct meaning from their experiences when they are actively engaged in authentic activity that will help them to learn to think and act in a community of practice.

Kognisi Taksonomi Bloom, Kurikulum 2013 dan Penerapannya dalam Pembelajaran Agama Islam di Indonesia

The use of Bloom Cognitive Taxonomy started since the launching of the book: The Taxonomy of Education Objectives, The Clasification of Educational Goals, Handbook I: Cognitive Domain, published by Longman in the year 1956. The Taxonomy then has been developed by Peter W. Airasian and his friends in their book: A Taxonomi for Learning, Teaching, and Assesing: A Revision of Bloom’s Taxonomy of Educational Objectivesm, A Bridget Edition, edited by W. Anderson and David R. Krathwohl, and published by Addison Wesley Longman, Inc, in 2001. The substantial change of development between the two books is: a) the development of main words from its verb source, b). Bloom separate between the ability of ‘to analyze’ and ‘to synthesize’, while Airasian et.al unites them and put as the 5th cognitive ability, then they propose the ability ‘to create’ as the 6th cognitive ability. The applicative usage of Bloom Cognitive Taxonomy and its revision can be applied fully in the teaching Islamic material, nevertheless, it requires teachers the ability to understand the taxonomy concepts comprehensively and the curriculum applied and the ability to develop and expand main objectives to indicators of instructional activities.

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.