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Journal articles on the topic 'Anderson and Krathwohl's Taxonomy 2001'

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Published: 3 June 2025

Last updated: 31 July 2025

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1

Annisa, Annisa, Jismulatif Jismulatif, and Dahnilsyah Dahnilsyah. "An Analysis of Cogntive and Psychomotor Domains in English Student Textbook of Junior High School." Journal of Educational Sciences 5, no. 3 (2021): 502. http://dx.doi.org/10.31258/jes.5.3.p.502-510.

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This research was conducted in the textbook of 8th grade Junior High School 2013 revision of the 2017 curriculum. The researcher conducted a textbook analysis based on Anderson and Krathwohl's (2001) taxonomic theory of the cognitive domain and Simpson's (1972) psychomotor domain taxonomy to focus more on its relevance to the material in the textbook. This research aims to investigate the representation of cognitive and psychomotor domains in English textbook for the 8th years of Junior High School students with the Core and Basic Competencies of the 2013 curriculum. This research used a conte

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Mohamed, Ros Anita Kartini, Abdul Halim Ali, and Muhammad Nasir. "Aplikasi Ranah Kognitif Anderson & Krahthwohl dalam Pengajaran dan Pembelajaran Pantun di Sekolah Dasar." Journal of Humanities and Social Sciences 3, no. 3 (2021): 110–18. http://dx.doi.org/10.36079/lamintang.jhass-0303.286.

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Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) m

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Pornpimon, Tangsakul, Kijpoonphol Wachiraporn, Duy Linh Nguyen, and Nuamthanom Kimura Lugsamee. "USING BLOOM'S REVISED TAXONOMY TO ANALYZE READING COMPREHENSION QUESTIONS IN TEAM UP IN ENGLISH 1-3 AND GRADE 9 ENGLISH O-NET TESTS." International Journal of Research - Granthaalayah 5, no. 7 (2017): 31–41. https://doi.org/10.5281/zenodo.826733.

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The aim of the study was to use Bloom’s Revised Taxonomy 2001 or Anderson & Krathwohl’s Taxonomy 2001 to analyze and compare the levels of reading comprehension questions found in reading parts of Team Up in English 1-3 and Grade 9 English O-NET Tests academic years 2013-2016. This study examined 416 reading comprehension questions from Team Up in English 1-3 and 65 reading comprehension questions from O-NET Tests academic years 2013-2016. Bloom’s Revised Taxonomy 2001 was used as a framework for analyzing levels of reading comprehension questions. The findings showed that the levels of re

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Muehleck, Jeanette K., Cathleen L. Smith, and Janine M. Allen. "Understanding the Advising Learning Process Using Learning Taxonomies." NACADA Journal 34, no. 2 (2014): 63–74. http://dx.doi.org/10.12930/nacada-13-013.

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To better understand the learning that transpires in advising, we used Anderson et al.'s (2001) revision of Bloom's (1956) taxonomy and Krathwohl, Bloom, and Masia's (1964) affective taxonomy to analyze eight student-reported advising outcomes from Smith and Allen (2014). Using the cognitive processes and knowledge domains of Anderson et al.'s revised taxonomy, we discuss the learning processes that underlie cognitive-based outcomes. We also describe the way the affective taxonomy developed by Krathwohl et al. contributes to understanding learning processes that promote affective outcomes. Thr

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Tangsakul, Pornpimon, Wachiraporn Kijpoonphol, Nguyen Duy Linh, and Lugsamee Nuamthanom Kimura. "USING BLOOM’S REVISED TAXONOMY TO ANALYZE READING COMPREHENSION QUESTIONS IN TEAM UP IN ENGLISH 1-3 AND GRADE 9 ENGLISH O-NET TESTS." International Journal of Research -GRANTHAALAYAH 5, no. 7 (2017): 31–41. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2106.

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The aim of the study was to use Bloom’s Revised Taxonomy 2001 or Anderson & Krathwohl’s Taxonomy 2001 to analyze and compare the levels of reading comprehension questions found in reading parts of Team Up in English 1-3 and Grade 9 English O-NET Tests academic years 2013-2016. This study examined 416 reading comprehension questions from Team Up in English 1-3 and 65 reading comprehension questions from O-NET Tests academic years 2013-2016. Bloom’s Revised Taxonomy 2001 was used as a framework for analyzing levels of reading comprehension questions. The findings showed that the levels of re

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Sumartini, Arie. "Penerapan Taksonomi Digital Bloom Pada Masa Belajar Di Rumah Oleh Guru SMK Di Kalimantan Barat." Jurnal Pendidikan Indonesia 3, no. 08 (2022): 748–60. http://dx.doi.org/10.59141/japendi.v3i08.998.

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Istilah "taksonomi" berasal dari kata Yunani "taksi" dan "nomos," yang masing-masing mengacu pada "urutan" dan "metode". Istilah ini dapat disebut sebagai pengaturan atau hukum dalam urutan tertentu yang dipinjam dari biologi, yang memungkinkan klasifikasi tertentu dari urutan. Dalam pengembangan metode yang efektif untuk melakukan operasi mental, gagasan tentang urutan sangat penting untuk mengklasifikasikan operasi dan keterampilan ini dan untuk menentukan urutan formasi untuk menumbuhkan dan memecahkan masalah tertentu [1 Grebin, N., Grabovska, S., Karkovska, R., & Vovk, A. (2020). Mene

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Andriyatno, Indri, Zulfiani Zulfiani, and Yuke Mardiati. "Higher Order Thinking Skills: Student Profile Using Two-Tier Multiple Choice Instrument." International Journal of STEM Education for Sustainability 3, no. 1 (2023): 111–24. http://dx.doi.org/10.53889/ijses.v3i1.79.

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This research aimed to analyze students' Higher Order Thinking Skills (HOTS) using a two-tier multiple choice (TTMC) test instrument. This study used a descriptive quantitative method with a purposive sampling technique. The instruments used are multiple-choice tests with free reasoning, the TTMC test for quantitative data, interview guides, and learning observations for qualitative data. Anderson and Krathwohl's Bloom taxonomy revision (2001) cognitive instrument used to classify HOTS. The results showed that the higher-order thinking skill profile has an average score of 63,21 and dominated

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Muhammad, Ismail, and Safrina Ariani. "Kognisi Taksonomi Bloom, Kurikulum 2013 dan Penerapannya dalam Pembelajaran Agama Islam di Indonesia." Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam 11, no. 3 (2021): 425. http://dx.doi.org/10.22373/jm.v11i3.6303.

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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

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Cho, Seong Yoon. "Analysis and Directions of the 'Classical Prose' Section in the Korean Language Secondary Teacher Recruitment Exam(2002-2025)." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 8 (2025): 475–91. https://doi.org/10.22251/jlcci.2025.25.8.475.

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Objectives This study aims to analyze how the 'Classical Prose' section has been presented in the first-round Korean Language Secondary Teacher Recruitment Exam from the 2002 to 2025 academic years and to propose future directions for improvement. Methods First, to address the research question, “What are the trends in classical prose works presented in the Korean Language Secondary Teacher Recruitment Exam?”, a content analysis was conducted on the genre, thematic categories, and frequency of the classical prose works included in the exam passages. Second, to examine the research question, “H

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Mariyam, Talat, Saria Kazmi, and Rana Imran Ali. "Evaluation of English Textbook Exercises of Punjab Textbook Board for Grade 10 in the Light of Revised Bloom's Taxonomy of 2001." Global Language Review V, no. II (2020): 170–78. http://dx.doi.org/10.31703/glr.2020(v-ii).18.

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This research study discusses and records the analysis of the exercises of English Book 10 of the Punjab Textbook Board by the application of Revised Bloom's Taxonomy by Anderson and Krathwohl for Teaching,Learning, and Assessment. The nature of the study is analytical, and it critiques the concerned textbook to evaluate the conformity of its exercises of the book given at the end of each chapter against the various sub-domains of the Cognitive domain of the revised taxonomy. This research study also sheds light on the importance of evaluation,textbooks in the Pakistani context, and an overall

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Mele, Cristina, Marialuisa Marzullo, Swapnil Morande, and Tiziana Russo Spena. "How Artificial Intelligence Enhances Human Learning Abilities: Opportunities in the Fight Against COVID-19." Service Science 14, no. 2 (2022): 77–89. http://dx.doi.org/10.1287/serv.2021.0289.

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This paper widens the focus on how artificial intelligence (AI) can foster the learning abilities of human actors, adopting a wider view with respect to a strict focus on tasks and activities. The interaction between AI and human learning has not been investigated in service research. Placing its theoretical roots in work by Huang and Rust [Huang MH, Rust RT (2021) Engaged to a robot? The role of AI in service. J. Service Res. 24(1):30–41.] in service research and on Bloom’s revised taxonomy in education studies [Anderson LW, Krathwohl DR, Airasian PW, Cruikshank KA, Mayer RE, Pintrich PR, Rat

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Ram, Manulal P., K. K. Ajay, and Gopinathan Nair A. "Geoscience Curriculum: Approach Through Learning Taxonomy and Outcome Based Education." Higher Education for the Future 7, no. 1 (2020): 22–44. http://dx.doi.org/10.1177/2347631119886403.

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Learning outcomes are inevitably to be declared by any university and educational institution at every level of their programmes. It should have a general scheme for all programmes regardless of the discipline specificities, individual courses or even independent instructional units. Such outcomes are stated at different levels based on the taxonomy of learning adopted in each scheme. People follow different learning taxonomies for stating course contents, designing the assessment items and measuring the attainment. In this work, revised Bloom’s taxonomy (Anderson and Krathwohl, 2001) has been

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Rabeya Binte, Habib,. "Hot or Not? a Taxonomic Exploratory Case Study for ELE at Tertiary Level Bangladesh." DIU Journal of Humanities and Social Science 6, no. 1 (2019): 162–85. http://dx.doi.org/10.36481/diujhss.v.06i1.tyxctn75.

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It is generally perceived that learners being taught for years are found inefficient tofonnulate, develop and understand the practical problems at their workplace (BBS, 2018 cited in Tuhin. 2018; Fayaaz, Danish & Hassan, 2019; Neazy, 2019). Not surprisingly, much of these skills are already categorized as higher-order thinking (after this NOV skills in Bloom (1956) & Original Taxonomy (hereafter 07) and the widely accepted Revised Taxonomy (henceforth RT) provided by Anderson (2001). Students and graduates interviewed for HEQEP (Higher Education Quality Enhancement Project) report 2018

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Rabeya Binte, Habib. "Hot or Not? a Taxonomic Exploratory Case Study for ELE at Tertiary Level Bangladesh." DIU Journal of Humanities and Social Science 6, no. 1 (2019): 161–85. http://dx.doi.org/10.36481/diujhss.v06i.976nd647.

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It is generally perceived that learners being taught for years are found inefficient to fonnulate, develop and understand the practical problems at their workplace (BBS, 2018 cited in Tuhin. 2018; Fayaaz, Danish & Hassan, 2019; Neazy, 2019). Not surprisingly, much of these skills are already categorized as higher-order thinking (after this NOV skills in Bloom (1956) & Original Taxonomy (hereafter 07) and the widely accepted Revised Taxonomy (henceforth RT) provided by Anderson (2001). Students and graduates interviewed for HEQEP (Higher Education Quality Enhancement Project) report 201

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Habib, Rabeya Binte. "Hot or Not? a Taxonomic Exploratory Case Study for ELE at Tertiary Level Bangladesh." DIU Journal of Humanities & Social Science 6 (October 20, 2024): 161–85. https://doi.org/10.5281/zenodo.13956653.

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It is generally perceived that learners being taught for years are found inefficient tofonnulate, develop and understand the practical problems at their workplace (BBS, 2018 cited in Tuhin. 2018; Fayaaz, Danish & Hassan, 2019; Neazy, 2019). Not surprisingly, much of these skills are already categorized as higher-order thinking (after this NOV skills in Bloom (1956) & Original Taxonomy (hereafter 07) and the widely accepted Revised Taxonomy (henceforth RT) provided by Anderson (2001). Students and graduates interviewed for HEQEP (Higher Education Quality Enhancement Project) report 2018

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Wonginsidi, Olivia. "Questions and Instructions Found in Reading Sections Used in “Interlanguage: English for Senior High School Students XI” Textbook." K@ta Kita 7, no. 1 (2019): 71–78. http://dx.doi.org/10.9744/katakita.7.1.71-78.

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This is a qualitative study of questions and instructions found in reading sections used in Interlanguage: English For Senior High School Students XI textbook. The writer observed the types of cognitive domains of questions and instructions and the key words found in the reading sections of the textbook. The data, consisting of questions and instructions, were collected from the reading sections of the first seven chapters of the textbook, as the source of data was from the textbook downloaded from the internet. In order to answer the research questions, she used the theory of Bloom’s Revised

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Ariadi, Eka Sugeng. "DISCOURSE AND THIRD SPACE IN FRANK MCCOURT�S NOVEL "TEACHER MAN" AND TOM SCHULMAN�S PLAY "DEAD POETS SOCIETY"; A REFLECTIVE PRACTICE FOR TEACHERS." EduLite: Journal of English Education, Literature and Culture 2, no. 2 (2017): 457. http://dx.doi.org/10.30659/e.2.2.457-469.

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Pahl and Rowsell (2005) elucidate that Discourse is ways of dressing, speaking and acting which delineates person�s identities in literacy practices, while a third space is as a meeting spaces between home space and school space, blend and mix space, in which lets teachers think how their students� meaning-making are happened between school and home. This paper investigates how these theories are fruitfully presented in the character of Mr. McCourt Teacher Man and Mr. Keating Dead Poets Society. Subsequently, it is interconnected with educational theory A taxonomy for Learning, teaching, and a

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Ulfie, Fauziana, and Sudarya Permana. "The Alignment between Learning Outcomes and Assessment Tasks in Writing: A BRT Analysis." Stairs 2, no. 2 (2021): 52–62. http://dx.doi.org/10.21009/stairs.2.2.6.

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This study was aimed at obtaining the profile of alignment between learning outcomes and assessment tasks on ‘writing’ skills development in “Pathway to English Grade X” textbook with regards to Bloom’s Revised Taxonomy. The data of the study were 32 statements of learning outcomes and 49 items of assessment tasks of 10 chapters. This study used Bloom’s Revised Taxonomy table (Anderson & Krathwohl, 2001) as the framework of reference in conducting data collection and interpretation. The results showed that the LOs and ATs distributed over several levels. 34.38% of overall LOs of this textb

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Ballester, Almagro Miriam, María Dolores García-Pastor, and Carmen Rodríguez-Gonzalo. "Enseñanza gramatical, reflexión metalingüística y transferencia interlingüística en los libros de texto de inglés de Educación Primaria." Didacticae. Journal of Research in Specific Didactics 15 (March 1, 2024): 1–22. https://doi.org/10.1344/did.43086.

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This article focuses on the teaching of English as the first foreign language in PrimaryEducation in the Valencian Community. Grammar teaching in this language has been based mainlyon the use of textbooks, which must meet curricular demands such as reflective language teaching andplurilingual education, both present in recent educational laws in Spain. Thus, this study examineswhether these demands are met in 36 Primary school English textbooks from the period 2004-2014by analyzing the didactic treatment that grammatical contents and interlinguistic transfer receive.To this end, Bloom's Taxono

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Adi, Hayati Wasistyo, and Puji Astuti. "Content Analysis of Student Book When English Rings A Bell (Revised Edition) for Grade VIII of Junior High School." ELT Forum: Journal of English Language Teaching 8, no. 1 (2019): 49–59. http://dx.doi.org/10.15294/elt.v8i1.26138.

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The aim of this study was to analyze the relevance of the materials with the cognitive and psychomotor domains in the 2013 English curriculum competence in English Rings a Bell textbook for grade eight of junior high school. This study used qualitative methodology. The researcher conducted the analysis of textbook based on theory of Anderson and Krathwohl’s (2001) taxonomy of cognitive domain and Simpson’s (1972) taxonomy of psychomotor domain in order to more focus on it relevancy with materials in the textbook. The instrument used to collect the data were observation in the form of checklist

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Xia, Saihua. "Developing Awareness of Questioning Strategies for Second Language Learner Teachers." Journal of Language Teaching and Research 11, no. 6 (2020): 853. http://dx.doi.org/10.17507/jltr.1106.01.

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Asking varying levels of questions within the cognitive domain is not an innate skill, which is especially true with English as a second language learner teachers. To develop their awareness of teacher questioning strategies, an eight-week quasi-experimental study, designed based on the Revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001) has explicitly taught participants (N=14) questioning strategies of asking varying levels of questions and Divergent Questions through intense restructuring activities and a Question-Question Game. Pre-and post-tests, and pre-and post-questionnaires, inc

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Maryamah, Siti Ega, Setyo Wati, and Pipit Prihartanti Suharto. "Analyzing Higher Order Thinking Skills in Reading Exercises of Indonesian EFL Textbook." SALEE: Study of Applied Linguistics and English Education 5, no. 2 (2024): 560–70. http://dx.doi.org/10.35961/salee.v5i2.927.

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To face 21st-century challenges, the elements involved in the pedagogical approach, such as textbooks, must enable students to enhance their higher-order thinking skills (HOTS). This qualitative research aims to determine to what extent HOTS is incorporated in an Indonesian EFL textbook. The comprehension questions of reading texts in the textbook for 7th grade were analyzed through content analysis based on the six cognitive domains in the revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001). The findings of the study revealed: (1) 80,4% of the reading comprehension questions classified

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Lactona, Iil Dwi, and Eko Agus Cahyono. "KONSEP PENGETAHUAN ; REVISI TAKSONOMI BLOOM." Enfermeria Ciencia 2, no. 4 (2024): 241–57. https://doi.org/10.56586/ec.v2i4.64.

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Pengetahuan yang dimiliki oleh manusia pada dasarnya merupakan hasil upaya yang dilakukan oleh manusia dalam mencari solusi atas permasalahan yang sedang dihadapi. Hal ini merupakan kemampuan alamiah yang dimiliki oleh manusia sebagai bagian dari upaya manusia untuk memenuhi kebutuhan / keinginan yang dimiliki. Dalam artian yang lebih sederhana, pengetahuan merupakan kumpulan informasi, fakta, keterampilan, dan pemahaman yang diperoleh seseorang melalui pengalaman, pembelajaran, atau penelitian. Pengetahuan memungkinkan seseorang untuk memahami, menjelaskan, dan berinteraksi dengan dunia di se

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Ahmad, Hanifah, Amali Putra, Hidayati, and Renol Afrizon. "INTEGRATED DESIGN OF KNOWLEDGE DIMENSIONS AND THINKING PROCESS LEVEL ON MEASUREMENT MATERIALS FOR HIGH SCHOOL PHYSICS LEARNING." PILLAR OF PHYSICS EDUCATION 14, no. 3 (2021): 205. http://dx.doi.org/10.24036/11927171074.

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The learning objectives in the 2013 Curriculum expect changes and improvements in students' competencies. To encourage the achievement of these learning objectives, the learning tools should refer to the Graduate Competency Standards (SKL) which have been regulated in Permendikbud number 20 of 2016. It is explained that the revised Bloom's taxonomy is a reference in developing SKL. The revised Bloom's Taxonomy developed by Anderson and Krathwohl in 2001 categorizes learning outcomes by referring to the dimensions of knowledge and levels of thinking processes. However, the reality is that the i

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Navtria, Shelly, Mulyadi Mulyadi, and Hilda Puspita. "An Analysis of Professional Teachers’ Questions in EFL Classroom." Jadila: Journal of Development and Innovation in Language and Literature Education 1, no. 1 (2020): 85–96. http://dx.doi.org/10.52690/jadila.v1i1.21.

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In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning the target language. However, students did not actively participate in learning particularly when responding to teachers’ questions. To overcome this problem, it is important for teachers to modify their questions through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in the classroom. This research was descriptive quantitati

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Anderson, Bill, Rachel Rymer, Jennifer Versaskas, Abigail Bueter, and Mahalia Masood. "Assessing a Modified Jigsaw Technique with Theoretical Triangulation." Journal of Effective Teaching in Higher Education 5, no. 1 (2022): 53–70. http://dx.doi.org/10.36021/jethe.v5i1.252.

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The jigsaw technique has been successfully used in classrooms for decades, though less in higher education. Groups are formed with each student having a precise piece of information necessary to complete the assignment. Next, expert groups of students with the same material meet to sharpen their understanding before reforming their initial group to share their new insights. This study sought to assess a modified jigsaw format where students received their material two days before the class, began with the expert groups, and closed with mixed groups where students taught their material and comp

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Zamborova, Katarina, and Blanka Klimova. "The utilization of a reading app in business English classes in higher education." Contemporary Educational Technology 15, no. 3 (2023): ep445. http://dx.doi.org/10.30935/cedtech/13364.

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The article presents the research of empirical mixed methods on the use of a modern mobile reading app compared to traditional forms of teaching in English business classes in higher education in Slovakia. The research belongs to the theoretical frame of the mobile assisted language learning field that has generated an interest since the early 1990 thanks to the development of mobile technologies, their features, and their functions all over the world. The research sample consisted of 40 freshman students from the University of Economics in Bratislava who were equally divided into control and

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Syahdanis, Junitri Dian, Dedi Sofyan, and Wisma Yunita. "ANALYSIS OF HOTS IN ENGLISH TEACHER-MADE TEST." JURNAL BASIS 8, no. 2 (2021): 203–16. http://dx.doi.org/10.33884/basisupb.v8i2.4479.

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HOTS were three upper cognitive processes of Bloom's revised taxonomy by Anderson and Krathwohl (2001) which consisted of analyzing, evaluating, and creating. The objectives of this research were (1) to know the distribution of HOTS in English teacher-made test (2) to evaluate the relevancy of the English teacher-made test with the competencies in English simplified syllabus; (3) to know the reason for less appearance of HOTS in the English teacher-made test. This research focused on English teacher-made tests for grade X and grade XI in the academic year of 2020/2021 at the senior high school

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Ganasan, Marcia Jane, Nordin Abd Razak, and Marlina Jamal. "Malaysian high schoolers’ reading literacy performance: Trends and patterns across states." Indonesian Journal of Applied Linguistics 10, no. 1 (2020): 161–72. http://dx.doi.org/10.17509/ijal.v10i1.25031.

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Reading literacy is often understood as a basic skill, and it is gaining recognition as the most functional means to educational attainment and individual development. It not only sets a benchmark but also reveals students’ strengths and weaknesses through performance measurement. This paper attempts to investigate sixteen-year-olds’ reading literacy proficiency using a performance band system in reporting their ‘can’s and ‘cant’s in reading. It drew insights from the Text-Task Respondent Theory of Functional Literacy (White, 2011) and the Revised Bloom’s Taxonomy (Anderson Krathwohl, 2001), w

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Akhshik, Somaye Sadat, and Beglou Reza Rajabali. "From training to Exam: a Comparative Analysis of M.A. and Ph.D Exams of Knowledge and Information Science with Curriculum." Journal of Library and Information Science Research 11, no. 1 (2021): 281–99. https://doi.org/10.22067/INFOSCI.2021.24045.0.

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<strong>Introduction:</strong> The purpose of this study is to analyze the M.A. and Ph.D exams of knowledge and information science discipline and compare them with B.A. and M.A. curricula. This comparison was carried out based on Bloom's revised taxonomy in two aspects of the status of the dimensions of knowledge (factual, conceptual, procedural and metacognitive) and the status of cognitive skills (remember, understand, apply, analyze, evaluate and create).<strong>Methodology</strong>: This study is an applied research with qualitative approach, using content behavioral goals of the cur

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Kildė, Laura. "The enhancement of self-directedness in the studies of English books for specific purposes: an analysis of ESP study books." Journal of Education Culture and Society 13, no. 1 (2022): 189–200. http://dx.doi.org/10.15503/jecs2022.1.189.200.

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Aim. It has been acknowledged by research that self-directedness proves to be fundamental in learning processes. Despite the fact that self-directedness is vital in the perspective of lifelong learning, there is an insufficient amount of known research that focuses on enhancing self-directedness in the studies of English for Specific Purposes (ESP). In order to expand the body of knowledge in this field, the aim of this work is to establish the types of tasks used in ESP study books which contribute to learners’ self-directedness. Methods. The study employs the methods of relevant literature a

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Siti Aisyah Nur Aini and Sri Handayani. "Analisis Hots Pada Pre-Activity Dalam Buku Siswa “English Skills For The Future” Kelas XII." Jurnal Sadewa : Publikasi Ilmu Pendidikan, pembelajaran dan Ilmu Sosial 1, no. 3 (2023): 107–19. http://dx.doi.org/10.61132/sadewa.v1i3.39.

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This study aims to analyze the distribution of Higher Order Thinking Skills (HOTS) in each question on pre-activity in the student book entitled "English Skills For the Future" edition for class XII Senior High School. Qualitative descriptive methods were used in this study with documentation technique in a document in the form of student book entitled "English Skills For the Future" for class XII. The HOTS theory (C4 = analyze, C5 = evaluate, and C6 = create) in Anderson & Krathwohl's revised Bloom's taxonomy was used as a reference for analyzing the data. This study focused on data sourc

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Sajidan, Sajidan, Fadhil Purnama Adi, Roy Ardiansyah, Idam Ragil Widianto Atmojo, Dwi Yuniasih Saputri, and Gilang Mahendrati. "An Analysis of Psychomotor Assessment Levels Based on Anderson and Krathwohl's Taxonomy in Integrated Thematic Books." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (2022): 2945–62. http://dx.doi.org/10.35445/alishlah.v14i3.2168.

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This study aims to analyze the psychomotor assessment levels based on Anderson and Krathwohl's taxonomy in the integrated thematic book for grade VI, theme 5, entrepreneurship. Methods: This content analysis research used a descriptive qualitative approach. The form of research data was a distribution of psychomotor assessments, categorized according to Anderson and Krathwohl’s taxonomy. The instrument validity used was the Gregory formula. Data validity employed was increased persistence and source triangulation. Sources were obtained from the teacher's book and coursebook. Data collection te

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Assidiqi, Muadz, Sariyatun Sariyatun, and Hieronymus Purwanta. "Integration Life Skills Education In History Learning With Online Learning On The Covid-19 Pandemic (Case Study in SMA N 1 Boyolali)." International Journal of Science and Applied Science: Conference Series 5, no. 1 (2021): 17. https://doi.org/10.20961/ijsascs.v5i1.62053.

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Anderson and Krathwohl's overly rigid use of educational taxonomy led to life skills education having no clear fundamentals. This research aims to illustrate the integration of life skills in soft skills in historical learning during the Covid-19 pandemic at SMAN 1 Boyolali High School with a taxonomy of life skills education. This research is descriptive qualitative research with a case study approach. The data source in this study is obtained through interviews, observations, and documentation narrated into a sentence. Furthermore, the data source is analyzed interactively through data conde

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Vandenreyt, I., M. Maelstaf, G. Moerkerke, M. Smits, and M. Vandersteen. "De taxonomie van Anderson en Krathwohl (2001) is een bruikbaar instrument om opleidingsdoelstellingen te analyseren en classificeren." Tijdschrift voor Medisch Onderwijs 27, no. 1 (2008): 14–21. http://dx.doi.org/10.1007/bf03078229.

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Kirakosian, Katie, Virginia McLaurin, and Cary Speck. "A tale of two courses: challenging Millennials to experience culture through film." Learning and Teaching 10, no. 2 (2017): 41–57. http://dx.doi.org/10.3167/latiss.2017.100205.

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In this article, we discuss how adding a final film project to a revised ‘Culture through Film’ course led to deeper student learning and higher rates of student success, as well as increased student satisfaction. Ultimately, we urge social science educators to include experiential projects in their courses that connect to all learning styles. Such projects should also challenge students to ‘create’, a task that requires generating ideas, planning and ultimately producing something, which, according to Bloom’s revised taxonomy, engages students in the highest cognitive process (Anderson and Kr

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Minte Münzenmayer, Andrea, Alejandro Sepúlveda Obreque, Danilo Díaz-Levicoy, and Denis Igor Obando. "Preguntas y procesos cognitivos en textos escolares chilenos de Historia, Geografía y Ciencias Sociales." Páginas de Educación 14, no. 1 (2021): 94–111. http://dx.doi.org/10.22235/pe.v14i1.2290.

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La presente investigación tiene como objetivo determinar la dimensión del proceso cognitivo que promueven las preguntas contenidas en los textos escolares de Historia, Geografía y Ciencias Sociales de la educación básica en Chile. Se trató de un estudio cuantitativo en el cual se analizaron 1775 preguntas a la luz de la taxonomía de Anderson y Krathwohl (2001). Se aplicaron pruebas estadísticas no paramétricas a los datos obtenidos. Entre los resultados se evidencia que los textos escolares presentan preguntas de nivel memorístico y reproductivo, lo cual incide en un bajo desarrollo cognitivo

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Laksana, Dek Ngurah Laba, Konstantinus Dua Dhiu, Maxima Yohana Jau, and Melania Restintuta Ngonu. "Developing Early Childhood Cognitive Aspects Based on Anderson And Krathwohl’s Taxonomy." JPI (Jurnal Pendidikan Indonesia) 8, no. 2 (2020): 219. http://dx.doi.org/10.23887/jpi-undiksha.v8i2.19481.

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Developing cognitive learning objectives becomes prior needs to be prepared by teachers. The aspect of early childhood education includes language development, physical-motor, cognitive, socio-emotional, religious-morality, and art. The development of cognitive aspects becomes very important in efforts to develop lesson planning, learning materials, and assessment. This study aims to produce instructional media on cognitive aspects that are appropriate to the characteristics of early childhood education. The instructional media was developed using the research and development design with Rownt

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Kristina, Herlin, and Henny Putri Saking Wijaya. "Cognitive Domains in an English Teacher's Classroom Discourse at Petra Language Center." k@ta kita 12, no. 2 (2024): 94–101. http://dx.doi.org/10.9744/katakita.12.2.94-101.

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Asking questions in class can facilitate a smooth flow of discussion and encourage students’ active participation. Teachers help students to have a better understanding by giving questions related to the students’ cognitive domains. Therefore, this study aims to find the cognitive domains employed by an English teacher to primary students in the Children 3B English class atPetra Language Center. The theoretical framework is Anderson and Krathwohl's (2001) cognitive domains. Employing a qualitative approach, the writers transcribed and analyzed the teacher's WH questions in both English and Ind

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Ballester Almagro, Miriam, María Dolores García-Pastor, and Carmen Rodríguez-Gonzalo. "Enseñanza gramatical, reflexión metalingüística y transferencia interlingüística en los libros de texto de inglés de Educación Primaria." Didacticae: Revista de Investigación en Didácticas Específicas, no. 15 (March 1, 2024): 1–22. http://dx.doi.org/10.1344/did.43086.

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Este artículo se centra en la enseñanza de inglés como primera lengua extranjera en Educación Primaria en la Comunidad Valenciana. La enseñanza gramatical del inglés se ha basado principalmente en el uso del libro de texto, que debe atender demandas curriculares como la enseñanza reflexiva de las lenguas y la educación plurilingüe, presentes en recientes leyes educativas en España. Examinamos si estas demandas se atienden en 36 libros de texto de inglés de Primaria del 2004-2014 mediante el análisis del tratamiento didáctico que reciben los contenidos gramaticales y la transferencia interlingü

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GARDNER, SCOTT LYELL, and SYDNEY ANDERSON. "Persistent Fontanelles in Rodent Skulls." American Museum Novitates 3327 (April 26, 2001): 1–16. https://doi.org/10.1206/0003-0082(2001)327<0001:PFIRS>2.0.CO;2.

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GARDNER, SCOTT LYELL, ANDERSON, SYDNEY (2001): Persistent Fontanelles in Rodent Skulls. American Museum Novitates 3327: 1-16, DOI: 10.1206/0003-0082(2001)327<0001:PFIRS>2.0.CO;2, URL: http://www.bioone.org/doi/abs/10.1206/0003-0082%282001%29327%3C0001%3APFIRS%3E2.0.CO%3B2

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Sabir, Adilah, Imam Suyitno, Gatot Susanto, and Wichayanee Inthase. "THE UNLOCKING HIGHER-ORDER THINKING: BLOOM'S TAXONOMY AND TEACHER QUESTIONS IN INDONESIAN LANGUAGE INSTRUCTION." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 27, no. 1 (2024): 78–100. http://dx.doi.org/10.24252/lp.2024v27n1i6.

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Teacher questioning plays a crucial role in fostering cognitive development among students. This study investigated the cognitive level of teacher questions in Indonesian language learning interactions, specifically examining the prevalence of higher-order and lower-order questions based on Anderson and Krathwohl's Revised Bloom's Taxonomy. Classroom observations and recordings were conducted with two Indonesian language teachers at SMK Nasional Malang. Findings revealed that teacher questions spanned both higher-order and lower-order cognitive processes. Higher-order questions effectively sti

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Cuevas Pérez-Gómez, José E., Sergio D. Schiavone-Valdéz, Walter M. Warren-Vega, Marco A. Zárate-Navarro, Armando Campos-Rodríguez, and Luis A. Romero-Cano. "Designing Virtual Learning Environments for engineering students during COVID-19 pandemic: Development of virtual labs for Heat Transfer." Ciencia y Frontera 2, no. 2 (2024): 14–29. https://doi.org/10.61865/j.cyfsld.2024.7yte-dg8s.

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Since March 20, 2020, face-to-face learning in Jalisco, Mexico, was suspended due to the pandemic caused by the spread of SARS-CoV-2. The above immediately jeopardized the completion of school courses. In the following research work, effective learning strategies are presented to address various heat transfer topics for undergraduate students common in some engineering programs in the Universidad Autónoma de Guadalajara during lockdown restrictions. The goal of this contribution is to design virtual practices to understand heat transfer phenomena using a free access software named Energy2D, an

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Gulzar, Sadia. "Graphical Advance Organizers and Their Impact to Develop Higher Order Thinking Skills among Secondary Science School Students." Inverge Journal of Social Sciences 4, no. 2 (2025): 42–51. https://doi.org/10.63544/ijss.v4i2.124.

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This study was conducted to find out the impact of graphical advance organizers on the development of higher order thinking skills among ninth grade biology students. Due to the increasing complexity of the scientific content, especially at secondary stage, there is a need for cognitive tools to develop the higher order thinking skills. Graphical advance organizers are the visual instructional tools presented before learning and are designed to bridge the gap between prior knowledge and the new content to make the learning more meaningful. This quasi-experimental research utilized a pre-test/p

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HERAWATI, TUTIK. "ANALISIS KETRAMPILAN BERPIKIR TINGKAT TINGGI MAHASISWA STKIP PGRI JOMBANG BERDASARKAN TEORI ANDERSON DAN KRATHWOHL DALAM MENGEMBANGKAN MEDIA PEMBELAJARAN MATEMATIKA." SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 1, no. 3 (2021): 315–26. http://dx.doi.org/10.51878/science.v1i3.706.

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In facing the era of education 4.0, higher-order thinking skills are needed for students. Anderson and Krathwohl who are students of Bloom are trying to remodel the level of thinking from Bloom known as Bloom's taxonomy to remembering, understanding, applying, analyzing, evaluating and creating. Learning media can be a means to convey learning information/messages to students. The purpose of this study was to describe the analysis of higher order thinking skills of STKIP PGRI Jombang students based on Underson and Krathwohl's theory in developing mathematics learning media. This research was c

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Kamlasi, Imanuel. "Descriptive Analyses on English Test Items based on the Application of Revised Bloom’s Taxonomy." Metathesis: journal of English language, literature, and teaching 2, no. 2 (2018): 203. http://dx.doi.org/10.31002/metathesis.v2i2.847.

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<p>This investigation analyzed the English test items based on the application of revised Bloom’s taxonomy. This study was categorized as descriptive qualitative research. The instrument of this study was English test sheet which was used in final semester test in senior high school. In analyzing the data; the researchers applied four steps: codifying; classifying; analyzing and discussing. Anderson, et.al. (2001) revised the Bloom’s Taxonomy that thinking is an active process<strong> </strong>so verbs were used rather than nouns. The findings showed that remembering taxonomy

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Arisman, Arisman, Ira Maisarah, Wisma Yunita, Iis Sujarwati, and Dedi Sofyan. "AN ANALYSIS OF HIGHER ORDER THINKING SKILL (HOTS) IN MERDEKA CURRICULUM ENGLISH TEXTBOOK “PATHWAY TO ENGLISH” PUBLISHED BY ERLANGGA FOR GRADE X OF SENIOR HIGH SCHOOL." Jurnal Bilingual 14, no. 1 (2024): 13–22. http://dx.doi.org/10.33387/j.bilingual.v14i1.7904.

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Higher order thinking skills (HOTS) refer to the more advanced mental processes outlined in Anderson and Krathwohl's updated version of Bloom's taxonomy (2021), comprising analysis, evaluation, and creation.". This research aimed to investigate the composition of HOTS (Higher Order Thinking Skill) in language tasks and knowledge of the English textbook on titled “Pathway” To English For SMA/MA Grade X and to explain the dominant cognitive dimension used in this textbook. The design of this research was descriptive qualitative. This research is classified as a content analysis. A table checklis

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Azambuja, Marcelo Schenk de, Marta Quintanilha Gomes, and Gerson Chequi. "Entrepreneurship Education Experience for Health Professionals and Bloom's Taxonomy Revised." International Journal for Innovation Education and Research 9, no. 11 (2021): 371–82. http://dx.doi.org/10.31686/ijier.vol9.iss11.3522.

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The paper presents the experience of teaching entrepreneurship in a health-focused Higher Education Institution, based on Bloom’s Taxonomy revised by Lori Anderson (2001). The teaching methodologies that were used focused on creativity, analysis, criticism, planning and interpersonal skills to develop the expertise needed to undertake and manage different types of businesses. Students were encouraged to propose business and healthcare solutions by employing creativity, ideation, planning, and management tools. Other practices like Brainstorm, the Edward de Bono's 6 Hats technique, the PIN - Po

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Freeman, Rebecca. "Marine Mystery Organisms: Learning Marine Ecology with Whales, Not Flashcards." Oceanography 34, no. 3 (2021): 88–89. http://dx.doi.org/10.5670/oceanog.2021.304.

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My college introductory oceanography students—mostly non-science majors—think scientists sit around making up new terms. Despite my teasing warnings that I want to ban flashcards (and online versions such as Quizlet) from my classroom, my students enthusiastically embrace the cards as a study method for learning all those new words. And indeed, we must learn the definitions of words before we can use them. But memorizing definitions is a lowest-level activity in Bloom’s influential taxonomy of learning (Bloom et al., 1956), updated by Anderson et al. (2001). My students don’t aspire to be scie

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Arif, Rikza, and Akifa Imtiaz. "“Blinds’ Concerns are Always Disregarded”: Necessity of Revolutionizing English Education for Visually Impaired ELLs." ANNALS OF SOCIAL SCIENCES AND PERSPECTIVE 5, no. 1 (2024): 169–87. http://dx.doi.org/10.52700/assap.v5i1.370.

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In an era where knowledge is paramount, every student deserves an education that empowers them for academic and professional success, regardless of disability. Focusing on the needs of visually impaired ELLs, this research presents a case study pinpointing gaps in prevailing teaching methods and introduces a revised approach based on 21st-century skills. The study involves four visually impaired fifth-grade students and their English teacher. The selection of the school and participants was based on the purposive sampling technique. Data was collected with the help of an observation checklist

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