Taxonomy For Teaching Research Articles

Teaching of Taxonomy at Undergraduate Level in India

General Introduction(i) Denotation of the term taxonomy as used in the paper-de Candolle's analysis of classificatory procedures in Botany-Empirical and Rational. Further subdivisions of Rational Classification, Practical, Artificial and Natural.Differences between experimental and classical taxonomy. Since experimental taxonomy is beyond the scope of teaching at initial stages, the teaching of classical taxonomy will be dealt with in the paper. Experimental taxonomy is to be reserved for the post-graduate and research level.So also detailed study of taxonomy of lower groups of plants shall be set apart for post-graduate and research level. We are mainly concerned here with the teaching of taxonomy of Angiosperms.(ii) Importance of teaching taxonomy. Shortage of trained taxonomists.(iii) Present status of taxonomy. Among the biological subjects how it is neglected. Even in teaching it has become so to say an 'endemic' which may soon get 'fossilised' if not properly nurtured and cared for. The problem is involved.Suggestions for making teaching of Taxonomy interesting and effective(i) Systems of classification to be studied. At initial level the relative position of only the major taxa, say Monocotyledons, Dicotyledons, Gymnosperms only need be stressed. Only one system need be taught in detail, say that of Bentham & Hooker, which may be easily grasped by beginners. All the post-Darwinian systems may be taught only at higher levels.(ii) Mode of teaching. Students are often bored by complicated morphological terms.Greater importance should be given to genera and families. But to start with, more importance is to be given to higher taxa, i.e. teaching at first may be from above downwards. Teaching may be from below upwards only at later stages.(iii) Excursions. Short afternoon or one-day trips rather than one long excursion. Excursions should help a thorough study of the flora of small selected areas ; with special reference to ecology.(iv) Herbarium, Importance ; the handicap of the present system of herbarium preparation and submission by degree class students and even by post-graduate students. Submission of herbarium by degree class students may be stopped. Collection and preparation of herbarium by post-graduate students may be so modified and organised that within a few years we may have collected all the plant species of our country.(v) Not being satisfied by dried herbarium specimens, there should also be Botanical gardens attached to every institutions where teaching of taxonomy is undertaken ; for cultivation of rare plants and also of specimens for class work. Such Botanical gardens at district level and bigger ones at state level should also be maintained.(vi) Collection and study of lower groups of plants should also be promoted. Of these Algae are more important from the point of view of Fisheries and Agriculture. Fungi and Bryophytes also deserve special mention.(vii) Model of questions for practical examination in taxonomy. Some modifications are needed, giving greater importance to major taxa at lower levels.(viii) Students should be made to appreciate the idea of a happy co-operation between the various branches of biology, say taxonomy and anatomy (especially embryology), taxonomy and cytogenetics, etc.

Is the Revised Bloom’s Taxonomy Revisited in the EFL/ESL Reading Textbooks?

Benjamin Bloom and his colleagues produced a cognitive model for classifying educational objectives. This model has not been properly utilized by teachers and university instructors in their teaching settings. This cognitive model covers six main levels as knowledge, comprehension, application, analysis, synthesis, and evaluation which, after knowledge, were displayed as skills and abilities, with the fact that knowledge was the essential prerequisite for putting these skills and abilities into practice. In the taxonomy, each category bears a continuum from concrete to abstract and simple to complex. In 2001, a group of cognitive psychologist revisited and modernized Bloom’s Taxonomy for teaching, learning, and assessment. Accordingly, the revised Bloom’s taxonomy drew attention away from the partially passive image of educational objectives and hints on a more active conception of categorization. The revised taxonomy employs verbs and gerunds to refer to cognitive levels unlike the nouns employed in the original taxonomy. The dynamic words in the revised taxonomy define the cognitive processes through which thinkers confront and work with knowledge. The learning goals are significant to form a pedagogical interchange in order that learners and instructors perceive the aim of that interchange. Having and classifying objectives support teachers in planning and supplying quality education, forming proper assessment tasks, and ensuring teaching to go parallel with the objectives. Hence, this research paper hints on investigating to what extent the revised Bloom’s taxonomy is employed in the reading comprehension questions of an EFL reading textbook. Thus, two research questions were developed to find out the state of cognitive skills stated in the revised taxonomy, the first question aiming at evaluating the lower level while the second one involving the higher cognition level. The investigated EFL reading textbook was analyzed through descriptive content analysis. The findings of the study showed that the examined textbook lacked the higher level cognitive skills highlighted in the revised version of the taxonomy. Related assumptions have been accordingly provided to recommend how the reading textbooks which are being written or will be written should be integrated with the revised Bloom’s taxonomy when assessing reading skills.

Taxonomia de Bloom como instrumento no ensino-aprendizagem de projeção estereográfica em geologia

Estudantes de Geologia enfrentam dificuldades para desenvolver a capacidade de dar significado e caracterizar o arranjo geométrico de estruturas rochosas. Quando é preciso interpretar movimentos e deslocamentos, a barreira se expande ainda mais. A natureza tridimensional das estruturas estimula o desenvolvimento do raciocínio visual pelos geólogos, juntamente com a integração/associação de diversos tipos de dados. Docentes de Geologia Estrutural são desafiados a criar atividades práticas que facilitem e tornem o aprendizado mais atraente, utilizando a projeção estereográfica. Este trabalho aplica a taxonomia de Bloom como ferramenta de ensino-aprendizagem, sob a perspectiva de que as categorias podem facilitar o alcance dos objetivos das disciplinas, além de clarificar as atividades práticas e contribuir para planejar conteúdos, tarefas e avaliação. Para fazer frente às dificuldades dos estudantes, os autores elaboraram e propuseram categorias nos três domínios da taxonomia de Bloom para ensino de Geologia Estrutural, focalizando especificamente o conteúdo de projeção estereográfica.

Effective Assessments for Interpreter Education Programs to Increase Pass Rates for Certification

In the United States, students enrolled in an American Sign Language (ASL) Interpreter Education Program (IEP) are encouraged to achieve interpreter certification upon completion of the program. Obtaining the certification ensures employers they are hiring qualified personnel. A critical examination of assessments used by IEPs may result in formulating strategies that prepare students to pass the state-based assessments by graduation. A review of Program Learning Outcomes (PLO) and the way in which these are assessed should be undertaken in order to ensure that effective Student Learning Outcomes (SLO) are created to parallel appropriate stages of language development. Knowledge of Language Assessment Literacy (LAL) will assist in the development of well-defined and accurately-based objective assessments that are both valid and reliable. Targeting specific linguistic components combined with the usage of the cognitive domain of Bloom’s Taxonomy for teaching and assessing learning outcomes will provide a clear means for developing assessments. Utilizing Bloom’s Taxonomy, the development of assessments start at lower order cognitive processing and progressively moves to higher order (Marzano & Kendall, 2006). An examination of how using Bloom’s Taxonomy assists in the development of assessments is outlined.

A taxonomy of digital media types for Learner-Generated Digital Media assignments

The notion of students as co-creators of content in higher education is gaining popularity, with an ever-increasing emphasis on the development of digital media assignments. In a separate paper, the authors introduced the Digital Media Literacies Framework, which is composed of three interrelated domains: (1) conceptual, (2) functional, and (3) audiovisual, each of which defines a set of prosumer principles used to create digital artefacts. This framework fills a gap in the literature and is the first step towards the provision of a systematic approach to designing digital media assignments. This paper expands on the Digital Media Literacies Framework through the incorporation of Technological Proxies and proposes a taxonomy of digital media types to help educators and students to visualise the skills needed to complete Learner-Generated Digital Media assignments. A taxonomy of digital media types is presented considering the conceptual, functional, and audiovisual domains of the Digital Media Literacies Framework. The taxonomy spans a range of Learner-Generated Digital Media assignments, from the creation of an audio podcast to the complexity of blended media or game development. Implications of the taxonomy for teaching and learning in higher education are discussed.

Designing a Cognitive Speech Act Taxonomy for Dialogic Teaching and Learning: Explorative Action Games for Conceptual Change Learning

This paper explores the design of a cognitive speech act taxonomy for teaching and learning. The taxonomy and the theoretical framework that I present here are about teaching and learning in a general sense. Other than for existing speech act taxonomies in this domain, the aim of the taxonomy proposed here is to represent and structure the cognitive processes involved in learning and link these processes to the language used in the teaching and learning interaction. Learning is thereby defined in terms of conceptual change (Thagard, 1992). The cognitive processes relevant for learning are describable in terms of what I call thinking patterns. Thinking patterns combine epistemic cognitive strategies, which I call enablers, with specific types of conceptual change. These strategies are derived from Aristotelian (1992) aitiae forming a heuristic structure to make sense of the world. Based on Weigand’s (2010) Theory of Dialogic Action Games, I discuss the explorative action game as a possibility to implement this communicative framework in the teacher-learner interaction. I hold that learners can be guided to learning via so-called explorative speech acts that instantiate specific thinking patterns. These speech acts aim at what I call discovery speech acts as a response. Discovery is thereby framed in terms of a particular type of conceptual change evoked by a particular thinking pattern.

The Solution-Focused Inventory: A tripartite taxonomy for teaching, measuring and conceptualising solution-focused approaches to coaching

Solution-focused approaches to facilitating purposeful positive change through methodologies such as coaching have great potential to contribute to the broader human change enterprise. To date there has been limited exposition of psychological theory within the solution-focused arena, and few attempts to articulate taxonomies specific to solution-focused research, teaching and practice, thus restricting the development and broader adoption of the solution-focused paradigm. Drawing on the established solution-focused literature, this paper seeks to address this issue by articulating a tripartite taxonomy for solution-focused coaching based on the framework underpinning the Solution-Focused Inventory. This model consists of three factors: (a) Goal-orientation; (b) Resource Activation; and (c) Problem Disengagement – subscales of the Solution-Focused Inventory. Implications of this taxonomy for teaching, research and practice are discussed and a range of future directions for research explored.

Matching Functions and Graphs at Multiple Levels of Bloom's Revised Taxonomy

This article illustrates the power of Bloom's revised taxonomy for teaching, learning, and assessing [3] in aligning our curriculum expectations and our assessment tools in multivariable calculus. The particular assessment tool considered involves a common matching problem to evaluate students' abilities to think about functions from graphical and formulaic representations. Through this analysis we gain additional understanding of why students may have difficulty in performing well on certain activities.

Integrating work experiences into teaching

PurposeManagement educators are criticized for not maximizing the use of students' work experiences in the classroom. This paper aims to demonstrate how knowledge gained from work experiences can be organized into a teaching taxonomy and transformed into teaching strategies. The exemplar of learning to think strategically is used to illustrate the process.Design/methodology/approachThe paper reframes how teaching taxonomies can be developed and how teaching strategies that use work experiences can be created.FindingsThe paper finds that knowledge gained from work experiences and the associated learning methods that created that knowledge, can be matched to required domain knowledge to form a teaching taxonomy and to develop teaching strategies.Practical implicationsThe paper presents a way to develop a teaching taxonomy that assists management educators in selecting teaching strategies that both use students' work experiences and are specific to the content to be learned.Originality/valueThe paper offers a new framework and process for using workplace experiences in classroom teaching.

Integrated communication: a theoretical perspective

Considers the role of communication theory in the study of corporate communication outlining an approach whereby the former can be integrated into the latter so as to provide maximum benefit for educators, students and professionals. Offers various definitions of corporate communication and looks at a hierarchy of levels of communication theorizing. Also features a taxonomy of teaching and learning strategies and outcomes, noting the value of communication theory in preparing graduates for a diverse world

Methods of Approach in Teaching Taxonomy

Methods of Approach in Teaching Taxonomy