Educational Taxonomy Research Articles

Applying AlAfnan Taxonomy to English Composition Courses: Structuring Learning Outcomes for Effective Teaching

The article explores the significance of adopting AlAfnan’s (2024a) educational taxonomy in teaching composition courses. Moving beyond the traditional focus on technical writing skills, this framework incorporates foundational knowledge, critical thinking, ethical reasoning, practical application, creativity, and adaptability. The aim is to cultivate proficient writers and holistic communicators equipped to navigate the complexities of the dynamic 21st-century landscape. The foundation of the educational taxonomy lies in acknowledging that composition courses are more than exercises in mastering mechanics; they represent a journey into ideas. By infusing foundational knowledge and comprehension, students gain a profound understanding of the subjects they engage with, ensuring clarity and coherence in their expression. Evaluation and synthesis go beyond the transmission of information to foster intellectual rigor and depth in student writing. Integrating ethical and moral reasoning into the taxonomy prompts students to consider the societal implications of their language choices, instilling a sense of responsibility in communication. Practical application and strategic thinking are deemed indispensable for effective writing. The framework prepares students for the diverse challenges of the professional world to transcend the boundaries of academic writing. Creativity and innovation are embraced to create an environment where original ideas and innovative writing approaches are encouraged and celebrated. In recognition of the rapid changes characterizing the modern era, AlAfnan’s educational taxonomy incorporates lifelong learning and adaptability elements. This ensures that students view writing skills as dynamic tools requiring continuous refinement, cultivating a mindset essential for success in an ever-evolving global environment. The achievement of the learning outcomes in this study shall transform composition courses into transformative experiences that shape students into adept communicators prepared for the multifaceted demands of a rapidly evolving world.

Biblical Perspective and Educational Domains in Sex Education: Addressing Gaps in Indonesian Sex Education

In Indonesia, sex education is delivered in public high schools as part of the biology curriculum and under the topic of reproductive health. According to the government’s view, when schools teach students properly about reproductive health, they will have a good understanding of their sexuality. Therefore, there is no need to have any further sexual education outside of the school curriculum. However, about half of the teenagers living in major cities are involved in premarital sex, and the rate of teen abortion and HIV infections is high. This article examined the implementation of sexual education in public high schools in Indonesia using a combination of qualitative and quantitative research. The survey was done on a sample of 416 students from 30 provinces and 66 cities in Indonesia. The finding support a particular approach to sex education that incorporates cognitive, affective, and psychomotor learning aspects of educational taxonomy. We find that it is essential to develop a separate sex education module in addition to the current reproductive health topic taught in biology to encourage students to practice abstinence, rather than just teaching reproductive health.

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.

Taxonomy of Educational Objectives: Teaching, Learning, and Assessing in the Information and Artificial Intelligence Era

This study reviews existing taxonomies and proposes a new educational taxonomy that fulfills the educational needs of the current era, the information and Artificial Intelligence (AI) era. The review of previous educational taxonomies revealed that although they provide insights into establishing educational objectives and learning outcomes, they still need to address recent changes and challenges in learning processes. To (1) integrate the new realities into the landscape of learning (i.e., Education for sustainable development (ESD), soft skills development, and AI), (2) maintain the classroom as the formal venue for learning, and (3) strengthen the position and role of instructors as facilitators, a new six-category two-fold hierarchy-based taxonomy is proposed (AlAfnan Taxonomy): (1) Knowledge and Comprehension, (2) Synthesis and Evaluation, (3) Ethical and Moral Reasoning, (4) Application and Strategic Thinking, (5) Creativity and Innovation, and (6) Lifelong Learning and Adaptability. The taxonomy begins with foundational levels of ‘Knowledge and Comprehension’ stressing the importance of understanding fundamental realities and concepts within specific fields. Then, it addresses the importance of ‘Synthesis and Evaluation’ as essential and crucial skills for navigating an information-rich world. ‘Ethical and Moral Reasoning’ highlights the significance of ethical decision-making, moral frameworks, and culture-based diversity. Further, the taxonomy introduces ‘Application and Strategic Thinking’, emphasizing the practical use of knowledge in real-world scenarios and the ability to devise long-term plans. ‘Creativity and Innovation’ are essential drivers of progress in an era characterized by rapid technological advancements encouraging learners to explore novel solutions and approaches. Lastly, ‘Lifelong Learning and Adaptability’ underscores the necessity of continuous learning and flexibility in response to evolving circumstances, ensuring students and graduates remain competitive and relevant throughout their lives. By nurturing a multifaceted skill set encompassing critical thinking, ethical awareness, practical application, creativity, and adaptability, this taxonomy aims to equip learners with the necessary tools to excel in a dynamic and complex world, making it indispensable for modern education.

Bridging large language model disparities: Skill tagging of multilingual educational content

AbstractThe adoption of large language models (LLMs) in education holds much promise. However, like many technological innovations before them, adoption and access can often be inequitable from the outset, creating more divides than they bridge. In this paper, we explore the magnitude of the country and language divide in the leading open‐source and proprietary LLMs with respect to knowledge of K‐12 taxonomies in a variety of countries and their performance on tagging problem content with the appropriate skill from a taxonomy, an important task for aligning open educational resources and tutoring content with state curricula. We also experiment with approaches to narrowing the performance divide by enhancing LLM skill tagging performance across four countries (the USA, Ireland, South Korea and India–Maharashtra) for more equitable outcomes. We observe considerable performance disparities not only with non‐English languages but with English and non‐US taxonomies. Our findings demonstrate that fine‐tuning GPT‐3.5 with a few labelled examples can improve its proficiency in tagging problems with relevant skills or standards, even for countries and languages that are underrepresented during training. Furthermore, the fine‐tuning results show the potential viability of GPT as a multilingual skill classifier. Using both an open‐source model, Llama2‐13B, and a closed‐source model, GPT‐3.5, we also observe large disparities in tagging performance between the two and find that fine‐tuning and skill information in the prompt improve both, but the closed‐source model improves to a much greater extent. Our study contributes to the first empirical results on mitigating disparities across countries and languages with LLMs in an educational context. Practitioner notesWhat is already known about this topic Recent advances in generative AI have led to increased applications of LLMs in education, offering diverse opportunities. LLMs excel predominantly in English and exhibit a bias towards the US context. Automated content tagging has been studied using English‐language content and taxonomies. What this paper adds Investigates the country and language disparities in LLMs concerning knowledge of educational taxonomies and their performance in tagging content. Presents the first empirical findings on addressing disparities in LLM performance across countries and languages within an educational context. Improves GPT‐3.5's tagging accuracy through fine‐tuning, even for non‐US countries, starting from zero accuracy. Extends automated content tagging to non‐English languages using both open‐source and closed‐source LLMs. Implications for practice and/or policy Underscores the importance of considering the performance generalizability of LLMs to languages other than English. Highlights the potential viability of ChatGPT as a skill tagging classifier across countries.

Numerical Taxonomy in School: Sustainability in Biodiversity Learning

The younger generations of Indonesia are usually uninterested in studying biodiversity because the teaching process at schools tends to use the one-way lecture method, and the students tend to memorize. This paper discusses the implementation of numerical taxonomy into learning about biodiversity, which is likely more sustainable than existing teaching methods. Numerical taxonomy is a grouping system that consists of two approaches, phenetics and cladistics. The implementation of numerical taxonomy in biodiversity learning promoted students to be active, participative, and engaged in hands-on experience as required by sustainability education. Numerical taxonomy in biodiversity learning is characterized by student-centered learning, a lot of hands-on activities, exploring the 21st-century skill (4Cs), and imitating. In addition, it demonstrated quite good concept mastery of students and positive responses from the students. The results suggested that feeling fun and excited was a further simple meaning of sustainability itself. There is a strong connection between numerical taxonomy, 21st-century skills, and education for sustainable education.
 Keywords: numerical taxonomy, biodiversity, phenetics, cladistics

Critical Thinking and Higher Education: A Historical, Theoretical and Conceptual Perspective

Purpose: The purpose of this Study is to analyze the historical, theoretical and conceptual basis of the critical thinking in relation to higher education.
 Methodology: The methodology used is a review of existing literature on critical thinking and higher education.
 Findings: The study shows that critical thinking is embedded in Bloom’s Taxonomy and institutions of higher education that implement the higher levels of Bloom’s taxonomy embrace critical thinking in their curriculum.
 Unique contributor to theory, policy and practice: The study presents a unique contribution to theory by relating Bloom’s Taxonomy to critical thinking.

Reviewing the Significance of Attention and Awareness for Developing Learner-Centric Taxonomy

Attention and awareness are complexly interconnected and are conceived to be the two crucial cognitive components for a holistic learning experience. However, this paper claims that teaching and learning instructional materials, educational taxonomies, and evaluation strategies have not given due importance to cultivating these two cognitive components for effective learning. To substantiate its claim, this paper aims to offer a review of a range of educational taxonomies to foreground how two of the most crucial cognitive components integrally connected to critical thinking abilities are not discussed. The paper argues that a study of this kind will enable us to identify the gaps hindering the goal of achieving the concept of critical pedagogy. The paper will also offer an in-depth review of literature from the domains of cognitive science, neuroanatomical science, and language education to assert the significance of attention and awareness. The paper's originality lies in its ability to propose an eclectic learner-centric taxonomy that could be adopted for achieving the goals of critical pedagogy.

Schematizing CLLA in the Educational Taxonomy Implementation by the Teachers of Three Asian Countries

Schematizing CLLA in the Educational Taxonomy Implementation by the Teachers of Three Asian Countries

Cognitive Evaluation of Examinees by Dynamic Question Set Generation based on Bloom’s Taxonomy

Educational data mining (EDM) is an emerging topic in recent years steered by data mining and machine learning techniques to enhance students’ overall learning experience and academic progress. In recent years EDM techniques are frequently used to improve assessment systems but the evaluation procedure is majorly marks driven. Developing an evaluation system to distinguish candidates, based on their ability to answer cognitively difficult questions is a challenging task. In this study, a unique methodology is proposed to dynamically rank the candidates to develop an outcome-based online examination system that will properly evaluate a candidate’s cognitive competencies. The questions are segmented into different cognitive groups based on classical Bloom’s educational taxonomy. The Jenks Natural Breaks Optimization technique is used here to segment the questions and as a result, distinct question clusters based on different cognitive levels are obtained. Students are evaluated with different questions from these cognitive groups and ranking is done for individual candidates considering both the marks of the questions and his/her ability to solve questions from different difficulty levels.

Peer review experience in the teaching of chemical reaction engineering at ENSIC Nancy: Presentation and interest of such a methodology?

As recommended by various accreditation and evaluation bodies (EFCE, 2020), the contents of process engineering teaching syllabuses aim to build, in the sense of Bloom’s educational taxonomy, high levels of skills in analysis, synthesis, evaluation (Bloom et al., 1956). Considering on the one hand that the evaluation of learning outcomes corresponds to the highest levels of skills and on the other hand the existence of many other experiences in the field (Mac Raighne al., 2015, Yu and Su, 2015, Liauw, 2020, Smith et al., 2020), peer review was offered to students at ENSIC Nancy for teaching for teaching chemical reaction engineering of homogeneous and heterogeneous reacting systems engineering of homogeneous and heterogeneous chemical reactions. This method promotes active learning, in a constructive societal approach, allowing learners to identify and formulate their own problems to develop and increase their skills.

High-Impact Practices (HIPs), Gamification, and Educational Taxonomy: Scaffolding and Vertical Integration of Common Intellectual Experiences in Higher Education

High-Impact Practices (HIPs), Gamification, and Educational Taxonomy: Scaffolding and Vertical Integration of Common Intellectual Experiences in Higher Education

Relevancy of Revised Bloom's Taxonomy in School-Level English Language Curriculum

The study is based on the analysis of curriculum objectives of Compulsory English textbooks for grades 6, 9 and 11 based on the educational taxonomy of Bloom and its relevance. It is based on the document analysis of all two-level curriculum analysis: basic and secondary level and the selection of the objectives in relation to the six levels of educational objectives and higher order thinking and lower order thinking skills. Based on the international and national review of secondary sources, the study focuses on the curriculum analysis of the Compulsory English curriculum. It was found that the curriculum objectives were more focused on reading and writing skills compared to listening and speaking skills. With regard to thinking skills, it was found that the majority of the curriculum objectives and its learning outcomes included lower order thinking skills (LOTS) more than higher order thinking skills (HOTS) in grades 6 and 9 more than of grade 11.

Implementation of Design Thinking Method in Visual Communication Design

Design methodology is an important knowledge for student designers when doing design. However, in application in the design studio class, student designers often override this methodological aspect. This happens without realizing that students always have difficulty when asked to explain their work plans and the progress of their design work. With the methodology, student designers can more easily parse their work steps and convey their thinking ideas in a design concept when designing designs, especially visual communication designs (DKV). This journal aims to be able to describe the implementation of design methods in design design (DKV) so that it can describe logical and systematic thinking processes and work processes. Student designers can be able to apply and carry out correctly and present design design projects (DKV) in a responsible and professional manner so that it becomes an experience for them when they enter the world of work. With the theory of design methods and design thinking methods, the author reviews the application of design methods carried out at the two universities collaborating in this research project, namely Mercu Buana University and Pelita Harapan University. This research found the importance of methodological aspects in building motivation & design logic, the need to rearrange the curriculum structure according to the taxonomy of undergraduate education, the stages of work on the design report that are not in accordance with the work process in the design method used, and find the design thinking formula that is applied. on the DKV design.

Implementation of Design Thinking Method in Visual Communication Design

Design methodology is an important knowledge for student designers when doing design. However, in application in the design studio class, student designers often override this methodological aspect. This happens without realizing that students always have difficulty when asked to explain their work plans and the progress of their design work. With the methodology, student designers can more easily parse their work steps and convey their thinking ideas in a design concept when designing designs, especially visual communication designs (DKV). This journal aims to be able to describe the implementation of design methods in design design (DKV) so that it can describe logical and systematic thinking processes and work processes. Student designers can be able to apply and carry out correctly and present design design projects (DKV) in a responsible and professional manner so that it becomes an experience for them when they enter the world of work. With the theory of design methods and design thinking methods, the author reviews the application of design methods carried out at the two universities collaborating in this research project, namely Mercu Buana University and Pelita Harapan University. This research found the importance of methodological aspects in building motivation & design logic, the need to rearrange the curriculum structure according to the taxonomy of undergraduate education, the stages of work on the design report that are not in accordance with the work process in the design method used, and find the design thinking formula that is applied. on the DKV design.

Learning Taxonomy of Islamic Education: The Development of Aql and the Brain in Quran from a Neuroscience Perspective

The hierarchical thinking concept in the Islamic education field is based on theological and philosophical beliefs. Up to now, this concept is not yet proven scientifically and neurobiologically. As a result, Islamic education does not yet have a learning taxonomy that accommodates the effective and spiritual aspects of developing students' intellectual potential. Consequently, it forced its system to apply Bloom’s taxonomy which focuses only on the cognitive part. With the rising of new theories, especially neuro-theology, neuro-philosophy, and neuro-education, emerge the opportunities to connect hierarchical thinking in Islamic education with these three theories. This research aims to compile a learning taxonomy of Islamic education based on neuroscience, accommodating the emotional, intellectual, and spiritual aspects. This research is a systematic review, which integrates, interprets, and synthesizes the hierarchical thinking concept with neuro-theology, neuro-philosophy, and neuro-education. The result shows that hierarchical thinking in Islamic education has neuro-physiological with six brain components: temporal lobe, parietal association cortex-temporal-occipital, limbic system, cingulate gyrus, prefrontal context, and prefrontal association cortex. These six components of the brain have relevance to hierarchical thinking and bloom taxonomy, namely remember (dzikir), understand (nazhr), apply (‘ilm-amal), evaluate (muhasabah); analyze (fikr), and create (ijtihad). Thus, the brain's six components and hierarchical thinking can be narratively synthesized into a learning taxonomy of Islamic education. In the future, this finding could become theoretical discourse because hierarchical thinking, neuro-theology, neuro-philosophy, and neuro-education emerge the further development of learning taxonomy in Islamic education.

Integrasi Al-Quran dan Sains Dalam Taksonomi Pendidikan untuk Mengenal Allah

In modern times, when secularism becomes a mentality and spirituality becomes a forgotten thing, life that is shackled by individualist understanding, compassion and friendship has faded, the material and secular solution is through Ma'rifatullah (knowing Allah). The integration of the Quran and science is an important educational alternative to achieve educational goals. The purpose of this article is to analyze the urgency of the Qur'an in science, the concept of ma'rifatullah (knowing Allah) in the Quran, and the role of the Quran and science in the taxonomy of education to know Allah. This research method is a qualitative study of literature. The findings of this study are 1) The urgency of the Quran for science to provide guidance to humans who discuss natural phenomena that aim to make humans know God through the signs of his creation; 2) The concept of ma'rifatullah in the Quran aims for humans to always study all the signs of his greatness on this earth; 3) The role of the Quran and science in the taxonomy of education as a guide so that science is not misused.

Innovative Approach to Assist Architecture Teachers in Choosing Practical Sessions

This article presents the first results of the project Architecture 360, which focuses on learning alternatives for developing working skills in higher education courses, and specifically construction competences for architecture students. The project aims to help teachers to choose the best learning solutions for their classes from numerous alternatives of strategies, dynamics and activities. The assistance is based on developing a new approach that combines several methods (strengths, weaknesses, opportunities and threats (SWOT); multi-criteria decision-making; Delphi; and the Knapsack problem) and draws from teachers’ experience, a panel of experts’ expertise, the revised Bloom Taxonomy and neuroscience for education. The new approach to assisting university teachers in choosing the best practical learning alternatives was successfully developed and validated for the case study of a course at Barcelona Architecture School. In general, the approach defined the main strengths, weaknesses, opportunities and threats of 26 learning alternatives. In the case study, the following optimized set of alternatives were identified: blended learning, challenge-based learning, reflective learning, videos of real cases, case studies, site visits, interactive simulation and gamification. Moreover, 23 activities were analysed. It was concluded, for instance, that active alternatives would improve implementation, including teachers’ available teaching materials and dedication outside class.

Digital Methods of Delivering Education and Training in Neuropsychology.

High quality and accessible education is crucial to secure the future of neuropsychology. Recent and ongoing advancements include the creation of a taxonomy of education and training, progress in delineating relevant competencies, and an update to the Houston Conference Guidelines. Meanwhile, there is also potential for growth in digital methods of delivering education such as podcasts, webinars, and social media platforms. This paper aims to review the evidence for these three methods and to provide recommendations for implementing them across the continuum of training in neuropsychology, from graduate school through postdoctoral fellowship and continuing education. We reviewed the literature on podcasts, webinars, and social media platforms as educational tools that may be applied to improve learning of brain-behavior concepts and clinical skills. Specifically, we (a) introduce and describe each method, (b) discuss benefits and drawbacks, (c) review the literature on satisfaction and learning outcomes, and (d) provide suggestions for implementation in neuropsychology training programs. Podcasts and webinars have strong evidence for satisfaction and moderate support for improving learning outcomes, with the learning outcome literature suggesting equivalency between podcasts/webinars and traditional methods of education. Social media platforms are associated with high satisfaction, but learning outcome data are scarce. Evidence for podcasts and webinars is sufficient to support implementation into neuropsychology education, whereas social media platforms should be used more cautiously. We provide recommendations of select instances in which trainees and educators can use these methods to improve education in neuropsychology.

Student Academic Writing Knowledge and Skills or Student Academic Writing Competence in Indonesia

This study discusses academic writing in terms of competence. Knowledge and skills are elements of competence. Revised Bloom's educational taxonomy written by Lorin W. Anderson and David W. Krathwohl used to discuss academic writing knowledge. Objective tests are used to capture students' knowledge of academic writing. Interviews were used to capture students' academic writing skills. Factual knowledge was found: students can mention the contents of the bibliography based on the elements that have been determined by various styles of writing. Conceptual knowledge: students can recognize the requirements for choosing a topic, categorized students can recognize the requirements for choosing a topic. Procedural knowledge: students can carry out bibliography writing procedures based on various versions categorized students can carry out bibliography writing procedures based on various styles, namely APA style, ASA style, Chicago style and MLA Style. Metacognitive knowledge: students can use mnemonic strategies to memorize the contents of the bibliography based on the elements that have been determined by various writing styles. ASA style, Chicago style and MLA Style.