Relevant bibliographies by topics / Bloom taxonomy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Bloom taxonomy'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Bloom taxonomy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Bloom taxonomy"

1

Netriwati, Netriwati. "Penerapan Taksonomi Bloom Revisi untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis." Desimal: Jurnal Matematika 1, no. 3 (September 30, 2018): 347–52. http://dx.doi.org/10.24042/djm.v1i3.3238.

Full text
Abstract:
The ability to understand students' concepts is important. But the ability to understand the concept of students does not grow without just passing on an action from a serious educator in dealing with this problem. Developing learning objectives in general is one of the right steps taken by educators in learning. Bloom Revision Taxonomy that researchers will use in developing learning objectives in this study. so this study aims to describe students' abilities in understanding concepts through Bloom Revision's taxonomy. This type of research uses a qualitative descriptive method to see students' understanding of concepts in the implementation of microteaching in accordance with taxonomic steps of the revised bloom on the Education of Mathematics students at UIN Raden Intan in the sixth semester. Data collection techniques are tests on the implementation of microteaching and interviews. Based on the results of the assessment seen in the results of the observation sheet on the implementation of the learning that the steps of Bloom's Taxonomy can be applied in accordance with the selected indicators and in general students have been able to understand mathematical concepts well. So it can be concluded that the application of Bloom Revised Taxonomy in learning can improve students' ability to understand concepts
APA, Harvard, Vancouver, ISO, and other styles
2

Oh, Jae-Eun, and Francesco Zurlo. "The Role of Technology in Reforming Design Education." Cubic Journal, no. 4 (November 1, 2021): 4–15. http://dx.doi.org/10.31182/cubic.2021.4.033.

Full text
Abstract:
Design education has significantly changed since the 1950s. The era depended widely on normative models such as those proposed by Benjamin Bloom (Bloom et al. 1956) and his collaborators, which resulted in the formulation of Bloom's Taxonomy. Comprising six interchangeable layers (knowledge, comprehension, application, analysis, synthesis, and evaluation) of higher and lower thinking, Bloom's taxonomy sets in place an archetypal model for education that thrives on object-driven goals. Here, pedagogical interchange and the object-driven and organised structure of education can adapt to each layer within the taxonomic structure.
APA, Harvard, Vancouver, ISO, and other styles
3

Tulasi, Dominikus. "Merunut Pemahaman Taksonomi Bloom: Suatu Kontemplasi Filosofis." Humaniora 1, no. 2 (October 31, 2010): 359. http://dx.doi.org/10.21512/humaniora.v1i2.2878.

Full text
Abstract:
This article would like to share the use of Bloom's taxonomy as a cognitive framework for teaching-learning process to undertake the way student-centered learning. Related to the curriculum based competence in excellent education, the abstract cognitive in applying Bloom’s taxonomy is so called scaffolding. We know the taxonomy Bloom is a six-level classification system that uses observed student behavior to infer and absorb the level of cognitive achievement domain. This article surveys thinking within general education and management education, which uses and draws on Bloom's taxonomy, and then describes suggested uses of the taxonomy. The empirical evaluation of its effect on student achievement follows, as do thoughts about ways colleagues might use this tool to empower and motivate students as self-responsible learners in the classroom. The objective is to promote higher order thinking in college students, we understood an effort to learn how to assess critical-thinking skills in an introductory course. It means, we develop a process by which questions are prepared with both content and critical-thinking skills in mind.
APA, Harvard, Vancouver, ISO, and other styles
4

Masrom, Nursyahirah Wahidah, Mahyuddin Hashim, Noorhayati Hashim, and Fariza Puteh Behak. "Kedudukan Taksonomi Bloom Menurut Perspektif Islam." Journal of Quran Sunnah Education & Special Needs 2, no. 1 (June 1, 2018): 18–26. http://dx.doi.org/10.33102/jqss.vol2no1.8.

Full text
Abstract:
Bloom’s Taxonomy known as a hierarchical framework of learning objective that is used by teachers to measure students’ higher order thinking skills based on questions in learning. There are three domain on Bloom taxonomy which is cognitive (intellectual skill), affective (generic skill) and psychomotor (practical skill). The cognitive domain of Bloom consists of six level organized in a hierarchy from lower until higher level which includes remembering, understanding, application, analysis, evaluation and creating. Since it is introduce by Benjamin Bloom in year 1956, studies have shown there are numerous Western studies have been discusess the strengths and weaknesses of Bloom Taxonomy. However, what is the position of Bloom's Taxonomy according to the Islamic perspectives? Therefore, this paper will concentrate on the criticisms by Western and Islamic perspective against Bloom’s Taxonomy. This study will be conducted using qualitative method by analysing data with descriptive method. The findings show there are criticisms and improvements in the past studies that focus on Bloom's taxonomy into four themes: (1) hierarchical structure, (2) classification structure, (3) uses and (4) new taxonomy requirements to fit the new skills required by the 21st century learning. Indeed, this article can provides a catalyst for further exploration of Islamic influence in education. Abstrak Taksonomi Bloom merupakan objektif pendidikan yang digunakan oleh pendidik untuk mengukur dan meningkatkan kemahiran berfikir aras tinggi pelajar dalam pembelajaran. Terdapat tiga domain utama yang perlu dicapai iaitu kognitif (kemahiran intelektual), afektif (kemahiran generik) dan psikomotor (kemahiran praktikal teknikal). Malahan, domain ini diklasifikasikan mengikut enam aras berbentuk piramid yang disusun dari aras rendah hingga ke aras tinggi. Ia merangkumi aras pengetahuan, pemahaman, aplikasi, analisis, sintesis dan penilaian. Sejak ia diperkenalkan oleh Benjamin Bloom pada tahun 1956, terdapat pelbagai kajian Barat yang membincangkan tentang kekuatan dan kelemahan Taksonomi Bloom. Namun, bagaimana pula kedudukan Taksonomi Bloom menurut perspektif Islam? Oleh itu, artikel ini membincangkan kritikan Barat dan pandangan Islam terhadap taksonomi Bloom. Kajian ini menggunakan kaedah kualitatif di mana data akan dianalisis melalui kaedah deskriptif. Hasil kajian mendapati terdapat kritikan dan penambaikan dari kajian lepas yang menfokuskan taksonomi Bloom kepada empat tema: (1) susunan hierarki, (2) pengelasan struktur, (3) kegunaan dan (4) keperluan kepada taksonomi yang baru sesuai dengan arus pembelajaran abad ke 21. Kajian ini juga dilihat sebagai pemangkin awal bagi meluaskan bidang pengukuran Islam dalam sistem pendidikan di Malaysia.
APA, Harvard, Vancouver, ISO, and other styles
5

Marina Vargas-Rodríguez, Yolanda, Adolfo Eduardo Obaya Valdivia, and Guadalupe Ivteh Vargas Rodríguez. "Problem Based Learning: Barrow and Bloom Taxonomy." International Journal of Education (IJE) 9, no. 4 (December 31, 2021): 19–29. http://dx.doi.org/10.5121/ije.2021.9402.

Full text
Abstract:
This paper explains what the PBL consists of, exposes the role of the teacher and the student in this methodology, and discusses the convenience of using pictograms to determine the convenience of raising in the PBL, problems, or cases. Based on our teaching experience, a taxonomy is proposed to facilitate an awareness of these differences and help teachers choose a problem-based learning method more appropriate for their students. Also, a PBL planning process is presented for an experimental activity and its process evaluation.
APA, Harvard, Vancouver, ISO, and other styles
6

Jumrawarsi, Jumrawarsi. "ANALISIS KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA PADA MATERI BILANGAN BULAT." Jurnal Kepemimpinan dan Pengurusan Sekolah 6, no. 2 (September 30, 2021): 162–66. http://dx.doi.org/10.34125/kp.v6i2.622.

Full text
Abstract:
The purpose of this study was to determine the high order thinking skills of class VII.1 SMPN 4 Pariaman students on integer material. This research is a qualitative descriptive study. The research subjects consisted of 6 grade VII.1 students consisting of 2 high-ability, 2 moderate and 2 low-level students based on the value of assignments and daily tests of integer material and considerations of the mathematics teacher. Data analysis was in the form of analysis of students' test abilities, analysis ability in aspects of knowledge according to Bloom Taxonomy and interview analysis. The data validity test was done by using triangulation technique. The results of the test research show that the Bloom Taxonomic percentage of the increase with the average Bloom Taxonomy level of C4, C5, and C6 is 87.21%, 70.27%, 57.91%, respectively. This is the ability students have in solving problems that require higher-order thinking skills.
APA, Harvard, Vancouver, ISO, and other styles
7

Engene, Niclas, Sarath P. Gunasekera, William H. Gerwick, and Valerie J. Paul. "Phylogenetic Inferences Reveal a Large Extent of Novel Biodiversity in Chemically Rich Tropical Marine Cyanobacteria." Applied and Environmental Microbiology 79, no. 6 (January 11, 2013): 1882–88. http://dx.doi.org/10.1128/aem.03793-12.

Full text
Abstract:
ABSTRACTBenthic marine cyanobacteria are known for their prolific biosynthetic capacities to produce structurally diverse secondary metabolites with biomedical application and their ability to form cyanobacterial harmful algal blooms. In an effort to provide taxonomic clarity to better guide future natural product drug discovery investigations and harmful algal bloom monitoring, this study investigated the taxonomy of tropical and subtropical natural product-producing marine cyanobacteria on the basis of their evolutionary relatedness. Our phylogenetic inferences of marine cyanobacterial strains responsible for over 100 bioactive secondary metabolites revealed an uneven taxonomic distribution, with a few groups being responsible for the vast majority of these molecules. Our data also suggest a high degree of novel biodiversity among natural product-producing strains that was previously overlooked by traditional morphology-based taxonomic approaches. This unrecognized biodiversity is primarily due to a lack of proper classification systems since the taxonomy of tropical and subtropical, benthic marine cyanobacteria has only recently been analyzed by phylogenetic methods. This evolutionary study provides a framework for a more robust classification system to better understand the taxonomy of tropical and subtropical marine cyanobacteria and the distribution of natural products in marine cyanobacteria.
APA, Harvard, Vancouver, ISO, and other styles
8

Effendi Ewan Mohd Matore, Mohd. "Rasch Model Assessment for Bloom Digital Taxonomy Applications." Computers, Materials & Continua 68, no. 1 (2021): 1235–53. http://dx.doi.org/10.32604/cmc.2021.016143.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kondo, Ryuji, Go Kagiya, Yasutaka Yuki, Shingo Hiroishi, and Masayuki Watanabe. "Taxonomy of a Bloom-forming Cyanobacterial Genus Microcystis." NIPPON SUISAN GAKKAISHI 64, no. 2 (1998): 291–92. http://dx.doi.org/10.2331/suisan.64.291.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Rahmat, Masura, and Madihah Mohd Saudi. "E-Learning Assessment Application Based on Bloom Taxonomy." International Journal of Learning: Annual Review 14, no. 9 (2007): 1–12. http://dx.doi.org/10.18848/1447-9494/cgp/v14i09/45476.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Bloom taxonomy"

1

Hawks, Kristel Williams. "The effects of implementing Bloom's Taxonomy and utilizing the Virginia Standards of Learning Curriculum framework to develop mathematics lessons for elementary students." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Soares, Renira Carla. "Utilização da plataforma de prototipação de hardware arduino como apoio à aprendizagem de conceitos do componente curricular de programação do ensino médio." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/12307.

Full text
Abstract:
From the compelling need of school to become more attractive to the students, it seeks to stimulate the practices that approach the school contents to the reality, as an alternative to innovate the learning. From the premise that the teaching of algorithm in high school in the traditional way is a hard task in schools, the present work aims to verify the efficiency of the insertion of arduino hardware prototyping platform as Information and Communication Technology to support the process of teaching and learning in the classroom. This work, proposed in the Postgraduate Program in Educational Technologies in Network, in particular in the research line of Development of Educational Technologies in Network, suggests the insertion in traditional methods of teaching of this programmable platform of hardware capable of becoming a support, school help, complementation of class, in order to involve the student, through the exploration of his or her curiosity, associated to the contact and handling of the equipment, in the longing that it substitutes the role of spectator by the leading role in the process of teaching and learning. The educational product described in this work is about five objects of learning constructed from the Arduino hardware, to assist in the comprehension of covered contents in the subject of Programming I in the Technical Computing Course in the campus of IF Farroupilha in Santo Augusto. Each one of the OL (objects of learning) was built to the light of Bloom Taxonomy, which standardizes the language in which the objectives of learning are presented. The other methods used are the ones of qualitative approach and case study. Each object was presented to the students in different pedagogical moments in order to, from each experiment, present one of the contents that introduces the teaching of algorithms. The instruments to conduct the search were based on ethnographic techniques of audio and video recording, besides textual summary, where there was the pedagogical intervention of the researcher, presenting the experiments to the students, which were distributed in pairs or trios. The systemization of data was performed observing the Discursive Textual Analysis, having in mind the need of comprehension of the process. It was possible to realize that the use of experiments in the classroom aroused the interest in the students, in addition to a bigger degree of compromise in the attempt of the students to comply with what was proposed and understand what was happening in each situation problem. The experiments served as a support tool in the learning because the students engaged themselves in the task of discovering in group the correct words to comprehend the meaning of each experiment and systematize it through a textual description and subsequently a pseudocode. It is believed that because of the popularity of Arduino, facility of construction of experiments and because of the fact of being a free technology it is possible to characterize the objects of learning as a viable alternative as a didactic resource to the teaching of algorithms, taking advantage of its potential in public schools, usually lacking in resources.
A partir da necessidade premente da escola tornar-se mais atrativa aos alunos, busca-se estimular as práticas que aproximam os conteúdos escolares da realidade, como alternativa para inovar a aprendizagem. Partindo da premissa de que o ensino de algoritmos no nível médio da maneira tradicional é tarefa árdua nas escolas, o presente trabalho tem como objetivo verificar a eficiência da inserção da plataforma de prototipação de hardware Arduino como Tecnologia de Informação e Comunicação para apoio ao processo de ensino e aprendizagem em sala de aula. Este trabalho, proposto no Programa de Pós Graduação em Tecnologias Educacionais em Rede, mais especificamente na linha de pesquisa Desenvolvimento de Tecnologias Educacionais em Rede, sugere a inserção nos métodos tradicionais de ensino desta plataforma de hardware programável capaz de tornar-se um suporte, reforço ou complementação da aula, para que envolva o aluno, através da exploração de sua curiosidade, aliada ao contato e manuseio do equipamento, no anseio que substitua o papel de expectador pelo de protagonista do processo de ensino e aprendizagem. O produto educacional descrito neste trabalho trata-se de cinco objetos de aprendizagem construídos a partir da ferramenta Arduino, para auxiliar na compreensão de conteúdos abordados na disciplina de Programação I do curso Técnico em Informática no Campus do IF Farroupilha de Santo Augusto. Cada um dos OA foram construídos à luz da Taxonomia de Bloom, que padroniza a linguagem em que os objetivos da aprendizagem são apresentados. Os demais métodos utilizados são o de abordagem qualitativa e estudo de caso. Cada objeto foi apresentado aos alunos, em diferentes momentos pedagógicos, com o intuito de, a partir de cada experimento, apresentar um dos conteúdos que introduz o ensino de algoritmos. Os instrumentos para realização da pesquisa foram baseados em técnicas etnográficas de gravação de áudio e vídeo, além de resumo textual, onde houve a intervenção pedagógica do pesquisador, apresentando os experimentos para os alunos, que estavam distribuídos em duplas ou trios. A sistematização dos dados foi realizada observando a Análise Textual Discursiva, tendo em vista a necessidade de compreender o processo. Foi possível perceber que o uso dos experimentos em sala de aula despertou interesse nos alunos, além de um grau de comprometimento maior na tentativa dos alunos de cumprir o que foi proposto e entender o que se passava em cada situação problema. Os experimentos serviram como ferramenta de auxílio na aprendizagem, pois os alunos empenharam-se na tarefa de descobrir em grupo as palavras corretas para compreender o significado de cada experimento e sistematizá-lo através de uma descrição textual e posteriormente um pseudocódigo. Acredita-se que pela popularidade do Arduino, facilidade de construção dos experimentos e pelo fato de ser uma tecnologia livre, é possível caracterizar os objetos de aprendizagem como uma alternativa viável como recurso didático para o ensino de algoritmos, aproveitando seu potencial em escolas públicas, usualmente carente de recursos.
APA, Harvard, Vancouver, ISO, and other styles
3

Sousa, Daniel Keglis. "Utilização e integração das Tecnologias Digitais de Informação e Comunicação nos processos de ensino: um estudo a partir da capacitação do PROMIDIAS." Universidade Federal de Pelotas, 2017. http://repositorio.ufpel.edu.br:8080/handle/prefix/3782.

Full text
Abstract:
Submitted by Kenia Bernini (kenia.bernini@ufpel.edu.br) on 2018-02-28T19:06:29Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Daniel_Keglis_Sousa_Dissertação.pdf: 3577045 bytes, checksum: 0a33593f1182c6586973ca182ca8901f (MD5) Daniel_Keglis_Sousa_Produto.pdf: 1880857 bytes, checksum: 083eb07650248bd7674fdd15b91747f5 (MD5)
Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-03-05T21:09:38Z (GMT) No. of bitstreams: 3 Daniel_Keglis_Sousa_Dissertação.pdf: 3577045 bytes, checksum: 0a33593f1182c6586973ca182ca8901f (MD5) Daniel_Keglis_Sousa_Produto.pdf: 1880857 bytes, checksum: 083eb07650248bd7674fdd15b91747f5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-03-05T21:09:47Z (GMT) No. of bitstreams: 3 Daniel_Keglis_Sousa_Dissertação.pdf: 3577045 bytes, checksum: 0a33593f1182c6586973ca182ca8901f (MD5) Daniel_Keglis_Sousa_Produto.pdf: 1880857 bytes, checksum: 083eb07650248bd7674fdd15b91747f5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Made available in DSpace on 2018-03-05T21:09:58Z (GMT). No. of bitstreams: 3 Daniel_Keglis_Sousa_Dissertação.pdf: 3577045 bytes, checksum: 0a33593f1182c6586973ca182ca8901f (MD5) Daniel_Keglis_Sousa_Produto.pdf: 1880857 bytes, checksum: 083eb07650248bd7674fdd15b91747f5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-15
Sem bolsa
O presente estudo teve como objetivo investigar condições que influenciam na utilização e na integração das Tecnologias Digitais de Informação e Comunicação (TDIC) em ações pedagógicas de professores da rede pública municipal de Pelotas, a partir de uma capacitação proposta pelo Grupo PROMIDIAS/UFPel em conjunto com a Secretaria de Educação deste município. Através da pesquisa, dividida em duas etapas, buscou-se (i) investigar condições individuais, coletivas, institucionais e paradigmáticas que influenciam na utilização e na integração das TDIC em ações pedagógicas destes professores; (ii) investigar, no grupo de professores que concluiu a capacitação, condições, razões, crenças, posturas e/ou conhecimentos que favoreceram atingir a conclusão desta formação, assim como compreender possíveis motivos para o alto índice de evasão dos professores que não concluíram a formação; (iii) apresentar uma análise sobre indicadores de níveis de integração das TDIC em relação a prática docente de alguns professores que concluíram a formação, num período pós-capacitação. Na primeira etapa, para (i), utilizou-se de uma análise de questionários respondidos por professores, a partir de uma abordagem qualitativa e quantitativa. Na segunda etapa, para (ii) e (iii), foi proposto um Estudo de Casos Múltiplos, utilizando um questionário e uma entrevista individual semi estruturada, como instrumentos de coleta e de análise para os dados obtidos. Em relação ao referencial teórico, este estudo fundamentou-se em pressupostos teóricos de Sibilia (2012), Fantin e Rivoltella (2013), Almeida e Valente (2011), Moraes (2002), Costa (2004, 2013), Churches (2009), Puentedura (2014), dentre outros. Privilegiaram-se reflexões sobre possibilidades de integração das TDIC ao currículo da escola, bem como sobre condições que influenciam na utilização e na integração das TDIC nos processos de ensino. São propostas discussões sobre como explorar pedagogicamente as potencialidades que as TDIC possibilitam, de modo que não sejam apenas ferramentas tecnológicas para substituir velhas práticas. Destaca-se a importância e a necessidade da Formação Continuada de Professores, fundamentada no uso pedagógico das mídias digitais, nos ambientes de ensino. Utilizou-se a Taxonomia de Bloom revisada, como instrumento de avaliação da capacitação PROMIDIAS. Como resultados foi possível identificar condições que influenciam na utilização e na integração das TDIC nos processos de ensino e, ainda, analisar indicadores para avaliar estágios de integração das TDIC em ações pedagógicas de professores, num período pós-capacitação. Através deste estudo foi possível concluir que explorar a potencialidade pedagógica das TDIC possibilita modificar, transformar os ambientes de ensino e de aprendizagem, abrindo efetivamente um espaço para um novo momento na Educação. Novos paradigmas educacionais, e novas propostas metodológicas surgem quando se integra as tecnologias digitais de forma efetiva, utilizando suas potencialidades
The present study aimed to investigate conditions that influence the use and integration of Digital Information and Communication Technologies (TDIC) in pedagogical actions of teachers of the municipal public network of Pelotas, based on a training proposed by the PROMIDIAS / UFPel Group together with the Education Department of this municipality. Through the research, divided into two stages, we sought to (i) investigate individual, collective, institutional and paradigmatic conditions that influence the use and integration of TDIC in pedagogical actions of these teachers; (ii) to investigate, in the group of teachers who completed the training, conditions, reasons, beliefs, postures and / or knowledge that favored the completion of this training, as well as to understand possible reasons for the high dropout rate of teachers who did not complete formation; (iii) to present an analysis of indicators of levels of integration of the TDIC in relation to the teaching practice of some teachers who completed the training in a post-qualification period. In the first step, for (i), an analysis of questionnaires answered by teachers was used, based on a qualitative and quantitative approach. In the second stage, for (ii) and (iii), a Multiple Case Study was proposed, using a questionnaire and a semi-structured individual interview, as collection and analysis instruments for the data obtained. In relation to the theoretical reference, this study was based on theoretical assumptions of Sibilia (2012), Fantin and Rivoltella (2013), Almeida and Valente (2011), Moraes (2002), Costa (2004, 2013), Churches, Puentedura (2014), among others. Reflections were made on the possibility of integrating TDICs into the school curriculum, as well as on conditions that influence the use and integration of TDICs in teaching processes. Discussions are proposed on how to explore pedagogically the potentialities that TDICs make possible, so that they are not just technological tools to replace old practices. The importance and necessity of Continued Teacher Training, based on the pedagogical use of digital media, in teaching environments is highlighted. The revised Bloom Taxonomy was used as an evaluation tool for the PROMIDIAS training. As results, it was possible to identify conditions that influence the use and integration of the TDIC in the teaching processes and also to analyze indicators to evaluate stages of integration of the TDIC in pedagogical actions of teachers, in a post-qualification period. Through this study it was possible to conclude that exploiting the pedagogy of TDIC allows to modify, transform teaching and learning environments, effectively opening a space for a new moment in Education. New educational paradigms, and new methodological proposals arise when integrating digital technologies effectively, using their potentialities
APA, Harvard, Vancouver, ISO, and other styles
4

Crews, Charla Faulkner. "The effects of using Bloom's Taxonomy to align reading instruction with the Virginia Standards of Learning Framework for English." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Junior, Antonio ValdenÃsio Bezerra. "AnÃlise das provas do exame da OAB e do ENADE dos Cursos de Direito do ano de 2012 Ã luz da taxonomia dos objetivos educacionais de Benjamin Bloom." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18354.

Full text
Abstract:
FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico
A aprovaÃÃo no Exame da OAB à exigÃncia legalmente imposta a todos os bacharÃis em direito que almejem exercer a advocacia. Desde a sua imposiÃÃo, ela foi alvo de diversas crÃticas acerca da sua legalidade, necessidade e, atà mesmo, eficÃcia. Enquanto guardià da profissÃo de advogado, a OAB, como jà ocorre em outros paÃses, utiliza uma prova como mecanismo para selecionar apenas os candidatos que demonstram o conhecimento, capacidade e habilidades indispensÃveis ao exercÃcio da advocacia. Por outro lado, a efetiva avaliaÃÃo do ensino superior, em toda a sua totalidade, à tarefa precipuamente executada pelo MEC atravÃs do SINAES, sendo o ENADE o componente utilizado para a avaliaÃÃo dos estudantes. A presente pesquisa analisou as provas do Exame da OAB e do ENADE à luz da taxonomia dos objetivos educacionais de Benjamin Bloom, atravÃs do mapeamento dos objetivos educacionais exigidos nesses testes aplicados no ano de 2012. Os dados obtidos indicaram que os Exames da OAB trabalham no nÃvel da categoria do conhecimento, ao passo que o ENADE explora mais a categoria imediatamente superior, a da compreensÃo.
The approval in the OAB exam is a legal requirement to all law school bachelors that aim to be a lawyer. Since its adoption, it has undergone several critical about its legality, necessity and even effectiveness. Just like in other countries, the OAB, the guardian of the attorneyâs profession, uses a measurement test to select only candidates who demonstrate the essential knowledge, skills and abilities to the practice of law. The effective higher educationâs evaluation is a task performed by the MEC, through SINAES, in which ENADE is the component used to measure the studentâs evaluation. Through Bloomâs educational objectives taxonomy, this research proposes to find the real nature of the OAB exam, in comparison to ENADEâs one, by mapping the educational objectives required in both tests in the years of 2012. Data obtained from the analysis of the instruments shows that the OAB exam worked in the category of knowledge, and the ENADE focused on the next one, the comprehension
APA, Harvard, Vancouver, ISO, and other styles
6

Miskalo, André Kisil. "Verificação do conteúdo de disciplinas de bioquímica por análise e classificação de questões de provas." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/46/46131/tde-26112010-093303/.

Full text
Abstract:
Um problema freqüentemente encontrado por educadores nas mais diversas áreas é conciliar o volume crescente de informação com a manutenção e/ou, não raro, a diminuição das cargas horárias de seus cursos. Esta situação real necessariamente obriga o educador a fazer uma severa seleção dos conteúdos a serem trabalhados. No cenário atual da maior parte das instituições de ensino esta decisão é tomada pelo professor. É possível estabelecer metodologias novas de ensino ao longo do tempo sem abrir mão da qualidade do ensino. Para isso, é necessário em primeiro lugar determinar os conteúdos considerados imprescindíveis para que o ensino seja considerado adequado. Partindo do pressuposto de que as questões das provas aplicadas em uma disciplina revelam os conteúdos que os professores consideram mais importantes, foram analisadas as questões de provas aplicadas em diferentes disciplinas oferecidas pelo Departamento de Bioquímica da USP. O objetivo deste trabalho foi responder a duas questões (1) Qual a extensão e a profundidade dos conteúdos comuns aos cursos básicos de Bioquímica? e (2) Há (e, se houver, quais são?) conteúdos específicos para diferentes habilitações? A estratégia adotada foi verificar os conteúdos exigidos pelas questões e classificar o nível cognitivo exigido utilizando a Taxonomia de Bloom. Os conteúdos mais frequentemente abordados são Estrutura de Proteínas e Regulação do Metabolismo. Os resultados indicam forte predominância de níveis cognitivos baixos (Conhecimento e Compreensão), com pouca representatividade de níveis cognitivos altos (de Aplicação a Avaliação). Espera-se com os resultados deste estudo mapear os conteúdos considerados importantes e a forma como são abordados para subsidiar a discussão sobre o estabelecimento de um currículo mínimo comum às disciplinas de Bioquímica
Educators in the most diverse fields face a common problem of managing the increasing amount of information with the same or even lower level of class hours in their courses. As a consequence, educators have to cover selected topics, which selection is entirely up to the teacher in most education institutions. In order to establish new teaching methodology while maintaining teaching quality, educators need first to select the most essential topics. Assuming that questions from biochemistry program tests reflect the topics considered most relevant by the faculty, questions from different courses offered by the Biochemistry Department of Universidade de São Paulo (USP) were analyzed with the purpose of determining (1) the extent and depth of the common topics of the basics biochemistry programs and (2) the existence of specific recurring topics for different careers. The adopted methodology seeked to identify the most recurring topics in tests questions and to classify the demanded cognitive level according to Blooms Taxonomy. The research identified Protein Structure and Metabolism Regulation as the most recurring topic, and indicates a strong predominance of low cognitive levels (Knowledge and Comprehension), with little presence of high cognitive levels (from Application to Evaluation). This study intended to outline the topics considered relevant by the faculty providing results that are required to focus the academic discussion for creating core curricula for biochemistry courses
APA, Harvard, Vancouver, ISO, and other styles
7

Silva, Jennifer Alejandra Suárez. "“Bioquímica na escola”: uma proposta didática para a aprendizagem significativa." Universidade Federal de Santa Maria, 2017. http://repositorio.ufsm.br/handle/1/11972.

Full text
Abstract:
This research entitled "Biochemistry at School: a didactic proposal for meaningful learning" is characterized by being predominantly qualitative, which used as strategy the elaboration and application of a didactic sequence constructed from learning objectives proposed according to the revised Bloom’s Taxonomy. This didactic sequence aimed at reinforcing different abilities of the cognitive domain classified in levels and categories and favoring the meaningful learning of Chemistry contents in the classroom for last year students of high school from a public school of Santa Maria - RS, as well as strengthening the pedagogical and didactic knowledge of teachers in initial formation of Chemistry Degree of the Federal University of Santa Maria. For this, the study was developed in three phases. In the first phase, the aim was to achieve the pedagogical theoretical reference on meaningful and disciplinary learning about the concepts to be approached, such as proteins, carbohydrates and lipids. The second phase was addressed to the theoretical and practical orientation of the teachers in initial formation for the construction of the didactic sequence, approaching different scientific contents in several interventions. The interventions were organized in three thematic workshops based on the Three Pedagogical Moments and the learning objectives proposed for the six levels and categories of knowledge organization of the revised Bloom’s Taxonomy. The third and final step was to apply in the classroom the didactic sequence constructed by the teachers in initial formation and evaluation of the constructed learning. The results of this study were obtained through different data collection instruments, such as: questionnaires, textual productions, didactic sequence activities and the observations and annotations of the researcher, which were analyzed according to the Textual Discourse Analysis. The active participation of teachers in initial formation in studies that provide spaces for articulating university-school, strengthening the pedagogical and didactic knowledge developed during their school and university life, since the teacher needs the use of those in the planning and application of activities, promoting improvements in the teaching process. Furthermore, the results allowed concluding that the application of the didactic sequence favored the meaningful learning of scientific concepts, inasmuch as an evolution was observed in the construction of the knowledge and skills of the cognitive domain of high school students.
Esta pesquisa intitulada “Bioquímica na Escola: uma proposta didática para a aprendizagem significativa” é caracterizada por ser predominantemente qualitativa, a qual utilizou como estratégia a elaboração e aplicação de uma sequência didática construída a partir de objetivos de aprendizagem propostos conforme à Taxonomia de Bloom revisada. Esta sequência didática teve como finalidade reforçar diferentes habilidades do domínio cognitivo classificadas em níveis e categorias e favorecer a aprendizagem significativa de conteúdos de Química em sala de aula para estudantes da 3ª série do Ensino Médio de uma escola estadual de Santa Maria – RS, bem como fortalecer os conhecimentos pedagógicos e didáticos de professores em formação inicial do curso de Química Licenciatura da Universidade Federal de Santa Maria. Para isso, a pesquisa foi desenvolvida em três fases. Na primeira fase, buscou-se o referencial teórico pedagógico sobre a aprendizagem significativa e disciplinar a respeito dos conceitos a serem abordados, tais como: proteínas, carboidratos e lipídeos. A segunda fase foi direcionada para a orientação teórica e prática dos professores em formação inicial para a construção da sequência didática, abordando diferentes conteúdos científicos em várias intervenções. As intervenções foram organizadas em três oficinas temáticas estruturadas nos Três Momentos Pedagógicas e nos objetivos de aprendizagem propostos para os seis níveis e categorias de organização do conhecimento da Taxonomia de Bloom revisada. A terceira e última etapa, destinou-se à aplicação em sala de aula da sequência didática construída pelos professores em formação inicial e avaliação da aprendizagem construída. Os resultados desta pesquisa foram obtidos por meio de diferentes instrumentos de coleta de dados, tais como: questionários, produções textuais, atividades da sequência didática e as observações e anotações do pesquisador, os quais foram analisados segundo a Análise Textual Discursiva. Conclui-se que a participação ativa dos professores em formação inicial em pesquisas que propiciem espaços para articular universidade-escola, fortalece os conhecimentos pedagógicos e didáticos desenvolvidos durante sua vida escolar e universitária, visto que precisa do uso deste no planejamento e aplicação de atividades, promovendo melhorias no processo de ensino. Além disso, os resultados permitiram concluir que a aplicação da sequência didática favoreceu a aprendizagem significativa de conceitos científicos, pois foi observado uma evolução na construção do conhecimentos e habilidades do domínio cognitivo dos estudantes do ensino médio.
APA, Harvard, Vancouver, ISO, and other styles
8

Demenis, Tomas. "Nuotolinių studijų kurso Programavimas grafinėje terpėje reinžinerija." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080929_135454-94663.

Full text
Abstract:
Šiame magistro darbe mes analizuojame nuotolinių studijų kurso bendrai ir mokymo medžiagos atskiromis kurso dalimis pertvarkymą. Reinžinerijos koncepcinis modelis yra įvairiai interpretuojamas ir yra taikomas programinės įrangos rengimo, ar vadybos moksluose. Tai yra daroma, kad sistemas būtų galima geriau panaudoti. Jos analizuojamos ir pertvarkomos tolimesniam naudojimui. Mes sujungiame minėtų sričių reižinerijos koncepto reikšmes ir naudojame tai kaip metodinį pagrindą nuotolinių studijų srityje. Mes analizuojame nuotolinių studijų kurso struktūrą. Tada pristatome kursus paruoštus ir naudojamus užsienio universitetuose, susijusius su ‘Programavimu grafinėje terpėje‘, trigubo pastovumo principu, Bloom taksonomija ir jos pritaikymu kompiuterijos mokslų studijavimui, informatikos mokymo programa 2001 (angl. computing curriculla 2001). Toliau, mes siūlome konceptualią nuotolinių studijų pertvarkos struktūrą iš dėstytojo perspektyvų ir pristatome atvejų analizę, kurioje pora temų yra pertvarkytos, atsižvelgiant į trigubo pastovumo principą ir reikalavimus kompiuterių mokslų studentams.
In this master thesis we analyse a problem of reengineering of a distance study system, in general, and the learning material of a separate course, in particular. Reengineering concept with its different interpretations is used in software engineering and management sciences. It deals with making systems better maintainable, examination and reconstitution of the system for further reimplementation. We combine the meaning of reengineering concept in both mentioned areas and employ it as methodological background in distance study area. We analyse the structure of the distance study course. Then we introduce the courses, prepared and delivered in foreign universities and related to ‘Programming in GUI’ course, triple consistency principle, Bloom taxonomy and its applicability to computer science studies, Computing Curricula 2001. Further, we propose a conceptual distance study course reengineering framework from the lecturer’s perspective and present a case study, in which two topics were reengineered, considering triple consistency principle and requirements for computer science students.
APA, Harvard, Vancouver, ISO, and other styles
9

Hoti, Edina, Jelena Tripunovic, and Malin Persson. "Högläsningens dimensioner : En litteraturstudie om hur planerad högläsning påverkar elevers ordkunskaper och läsförståelse." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45093.

Full text
Abstract:
Using read-aloud as a reading tool in the classroom allows students to connect with books and other texts before they can read for themselves. Reading aloud opens opportunities for interaction in the form of new words, expressions and contexts being exchanged between teacher and students. Furthermore, this can be done by giving students an understanding of what is being read as well as an increased vocabulary. The purpose of this literature study is to find out what research says about how teachers' planned reading affects students' language development, and more specifically to answer the questions: How can Bloom's revised taxonomy contribute to teachers' work with structured reading? In which way can read-aloud affect students' vocabulary and reading comprehension? In order to answer the questions and achieve the purpose of the study, we have systematically developed, analysed and compiled scientific studies on specifically read-aloud, and Bloom's taxonomy. We did our research on ERIC EBSCO in order to find articles which could lead us to some results. Our results show that teachers planning, structure and picking out keywords helps students develop vocabulary & reading comprehension. The book selection is an important factor when it comes to students gaining a comprehension. Interactive read-aloud plays a significant role in developing students' word skills. Further research can take the form of investigating how the application of Bloom's taxonomy in planning for read-aloud can take place in Swedish schools.
APA, Harvard, Vancouver, ISO, and other styles
10

Martins, Henrique Araken. "Estruturas de avaliação escolar para mapear habilidades tomando como base as Taxonomias de Bloom em questões de múltipla escolha." reponame:Repositório Institucional da UFABC, 2016.

Find full text
Abstract:
Orientador: Prof. Dr. Valdecir Marvulle
Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Mestrado Profissional em Matemática em Rede Nacional, 2016.
Na educação, desde sempre existe a necessidade de melhorar os resultados do desempenho de aprendizado de nossos alunos. Sendo assim, com grande frequência surgem novas propostas com intenção de aperfeiçoar o todo, ou parte do processo educativo. "As estruturas de avaliação escolar para mapear habilidades tomando como base a Taxonomia de Bloom em questões de múltipla escolha", tem por objetivo: propor uma metodologia de elaboração de questões seguindo os patamares da hierarquia de aprendizado proposto por Bloom; aplicação on-line de avaliações de múltiplas escolhas; priorizar a devolutiva dos resultados com a finalidade de mapear por meio de um gráfico de cores as habilidades dos alunos, das turmas, das séries, e da escola; obter indicadores do ensino dos professores e obter indicadores dos conteúdos envolvidos. Na prática, desenvolvemos uma planilha de correção on-line que dinamizou o processo de correção, fornecendo-nos indicadores de processo instantâneos, permitindo-nos refletir, discutir e propor intervenções do nosso ensino, através dos resultados de aprendizado de nossos alunos.
In education, we always felt the need to improve the outcome of the learning process of our students. Often we hear about new proposals, aimed at improving the whole teaching process, or just part of it. Models of school evaluation to map skills, based on Bloom¿s Taxionomy in multiple choice questions has the following objectives: to propose a methodology for the processing of the questions, based on the different levels of the learning hierarchy suggested by Bloom; the online application of multiple choice evaluations; to prioritize the feedback about results, in order to map the skills of students, classes, and of a given school through a color graph; to obtain indicators about the teaching performance of the teacher, and to the relevant contents that are involved. We developed a worksheet for the online correction, which can dinamize the proofing process and result in instantaneous process indicators, thus allowing us to reflect, discuss and suggest interventions in our education system, based on the performance of our students.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Bloom taxonomy"

1

Burma-Washington, Marcay. Language arts in bloom: A whole-language curriculum enhanced by Bloom's Taxonomy. East Moline, IL: LinguiSystems, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

W, Anderson Lorin, Krathwohl David R, and Bloom Benjamin Samuel 1913-, eds. A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ideas in Bloom: Taxonomy-Based Activities for U.S. Studies. J Weston Walch Pub, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Treadwell, Pamela, and Molly Lyle. Literature in Bloom: A Whole Language Approach to Literature Enhanced by Blooms Taxonomy. LinguiSystems, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ideas In Bloom: Taxonomy-based Activities For U.s. Studies:grades 7-9. Walch Pub., 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mayer, Richard E., Peter W. Airasian, Kathleen A. Cruikshank, Merlin C. Wittrock, James Raths, Lorin W. Anderson, David R. Krathwohl, and Paul R. Pintrich. Taxonomy for Learning, Teaching, and Assessing, A: A Revision of Bloom's Taxonomy of Educational Objectives. 2nd ed. Allyn & Bacon, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

(Editor), Lorin W. Anderson, David R. Krathwohl (Editor), and Benjamin Samuel Bloom (Editor), eds. Taxonomy for Learning, Teaching, and Assessing, A: A Revision of Bloom's Taxonomy of Educational Objectives, Complete Edition. Longman Publishing Group, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Molein, Ingrid, Tine Van Severen, and Eef Rombaut. De herziene taxonomie van Bloom in de klas: Een inspiratieboek voor de leraar. Pelckmans, 2020.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Rodríguez Revelo, Elsy, Pablo Alarcón Salvatierra, Rosa Molina Izurieta, Diana Joselyn Espinoza Villón, Francisco Gerardo Palacios Ortiz, and Roberto Crespo Mendoza. La profesión docente universitaria en el siglo XXI: un enfoque desde la pedagogía, la didáctica y las TIC. Editorial Tecnocientífica Americana, 2021. http://dx.doi.org/10.51736/eta2021tu2.

Full text
Abstract:
El objetivo del presente libro es caracterizar la profesión docente universitaria de cara a los desafíos del siglo XXI. Para ello, se estudia el aporte pedagógico y comunicativo de cada uno de los recursos que se utilizan en los procesos formativos y se ponen a disposición de los estudiantes para el aprendizaje, así como el concepto de las TIC como mediación en los modelos educativos. Se parte del análisis de las competencias que debe desarrollar un profesor universitario, el papel de la epistemología en la Educación Superior y el estudio de las principales teorías y corrientes pedagógicas contemporáneas. Se profundiza entonces, en la didáctica de la Educación Superior, con especial énfasis en la aplicabilidad de la taxonomía de Bloom, la diferenciación entre método y metodología, y las estrategias didácticas efectivas en el entorno universitario. Por último, se analizan las TIC como recurso para apoyar el proceso de enseñanza-aprendizaje, y se particulariza en su uso en la educación a distancia, el e-learning y b-learning.
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Bloom taxonomy"

1

Krishnan, Reshmy. "Achieving Cognitive Skills in Multimedia Through Revised Bloom Taxonomy." In Creative Business and Social Innovations for a Sustainable Future, 11–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01662-3_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Witeck, Gabriela R., Anabela C. Alves, and Mariana H. S. Bernardo. "Bloom Taxonomy, Serious Games and Lean Learning: What Do These Topics Have in Common?" In Learning in the Digital Era, 308–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-92934-3_31.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Greiner, Christian, Florian Jovy-Klein, and Tom Peisl. "AI as Co-workers: An Explorative Research on Technology Acceptance Based on the Revised Bloom Taxonomy." In Proceedings of the Future Technologies Conference (FTC) 2020, Volume 1, 27–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63128-4_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wang, Zichao, Kyle Manning, Debshila Basu Mallick, and Richard G. Baraniuk. "Towards Blooms Taxonomy Classification Without Labels." In Lecture Notes in Computer Science, 433–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78292-4_35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Groves, Colin P. "Taxonomy and Phylogeny of Primates." In Molecular Biology and Evolution of Blood Group and MHC Antigens in Primates, 3–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-59086-3_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Knolmayer, Gerhard F., and Corinne Montandon. "Eignung multimedialer Lernobjekte zur Erreichung der in Blooms Taxonomie unterschiedenen Lernziele." In Wirtschaftsinformatik 2003/Band I, 819–38. Heidelberg: Physica-Verlag HD, 2003. http://dx.doi.org/10.1007/978-3-642-57444-3_43.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Volk, Benno. "Ordnung von Lernzielen – Ordnung des Wissens. Die Bedeutung der Taxonomie von Bloom für die Wissenschaftlichkeit und Praxis der Hochschuldidaktik." In Klassiker der Hochschuldidaktik?, 219–33. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-28124-3_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tomei, Lawrence A. "Investigation into the Taxonomy for the Technology Domain." In Taxonomy for the Technology Domain, 238–56. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-524-5.ch012.

Full text
Abstract:
This final chapter on the Taxonomy for the Technology Domain provides a discretionary inquiry into the research base of this newest classification system. Similar to the historical evolution of the taxonomies of Bloom (cognitive), Krathwohl (affective), Kibler (psychomotor), Bruce and Levin (technology as media) and SeSDL (communications and information technology), a watershed text such as this is obligated to demonstrate the scholarly basis upon which the new classification schemata is built.
APA, Harvard, Vancouver, ISO, and other styles
9

Tomei, Lawrence A. "Domains of Teaching." In Taxonomy for the Technology Domain, 1–21. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-524-5.ch001.

Full text
Abstract:
This chapter establishes the domains of teaching as one of two “pillars of instructional technology” and offers the necessary grounding in the history and evolution of cognitive, affective, and psychomotor teaching. The cognitive domain encompasses intellectual objectives that deal with “the recall or recognition of knowledge and the development of intellectual abilities and skills.” The affective domain takes in individual “changes in interest, attitudes, and values, and the development of appreciations and adequate adjustment.” Finally, the psychomotor domain embraces physical skills and the performance of actions involved in learning described as “the manipulative or motor-skill area” (Bloom, 1956).
APA, Harvard, Vancouver, ISO, and other styles
10

Chang, Wen-Chih, Hsuan-Che Yang, Timothy K. Shih, and Louis R. Chao. "Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool." In Distance Education Environments and Emerging Software Systems, 283–98. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-539-1.ch017.

Full text
Abstract:
E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning systems didn’t provide methods for assessing learners’ abilities but true-score mode. In this article, Sato’s Student-Problem Chart (SP Chart) is applied to integrate with our proposed on-line assessment system. Teachers are able to analyze each learner easily and efficiently. In addition, the Bloom Taxonomy of Educational Objective supports each item in our assessment management system during the authoring time. In our proposed system, it provides groups of function for student, teacher, and system administrator. According to the SP Chart analysis and Bloom taxonomy of items, we can divide all items into four types, and students into six types. With these types of diagnosis analysis chart, teacher can modify or delete the items which are not proper. With diagnosis analysis chart of students, teachers can realize learners’ learning situation easily and efficiently.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Bloom taxonomy"

1

Lajis, Adidah, Haidawati Md Nasir, and Normaziah A. Aziz. "Proposed Assessment Framework Based on Bloom Taxonomy Cognitive Competency." In ICSCA 2018: 2018 7th International Conference on Software and Computer Applications. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3185089.3185149.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Goštautaitė, Daiva. "PRINCIPAL COMPONENT ANALYSIS AND BLOOM TAXONOMY TO PERSONALISE LEARNING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0780.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cotič, Mara, Darjo Felda, and Amalija Žakelj. "TAXONOMY OF LEARNING OBJECTIVES AT ELEMENTARY LEVEL." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.335c.

Full text
Abstract:
Looking for an answer to the question what knowledge represents the centre of gravity in teaching and learning and thus also in testing and assessing knowledge, as well as in the interpretation of students’ achievements taxonomies of learningobjectives for the cognitive area can be of assistance. In education sciences there are several taxonomies of cognitive knowledge (Bloom, Marzano, Gagne). Taxonomy is derived from basic cognitive – mental processes that are arranged in a hierarchic relationship, namely from the lowest – the simplest to the highest – the most complex process. The present paper represents an introduction to Bloom’s, Gagne’s, and Marzano’s taxonomies. Bloom’s taxonomy is one of the best known classifications of learning objectives, where Bloom and associates have formed a taxonomy of cognitive, conative, and psycho-motoric learning objectives. In the cognitive area the following degrees have been defined: remembering, understanding, applying, analysing, synthesising, and evaluating. Gagne’s classification of knowledge classifies the achievements of learners into: basic and conceptual knowledge, procedural knowledge, and problem solving knowledge. Marzano’s taxonomy distinguishes between content and lifelong or process knowledge, which are further divided into complex thinking, data processing, communication, cooperation in the group, and development of mental habits.
APA, Harvard, Vancouver, ISO, and other styles
4

Karásková, Taťána. "Application of revised Bloom´s taxonomy in the branch of Tourism." In 17. mezinárodní kolokvium o regionálních vědách. 17th International Colloquium on Regional sciences. Brno: Masaryk University Press, 2014. http://dx.doi.org/10.5817/cz.muni.p210-6840-2014-116.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Charoensap, Korakod, and Teeraporn Saeheaw. "Customer Experiences Identification Process using Bloom Taxonomy and Customer Knowledge Management." In 2022 Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering (ECTI DAMT & NCON). IEEE, 2022. http://dx.doi.org/10.1109/ectidamtncon53731.2022.9720405.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Oliver, Dave, and Tony Dobele. "First Year Courses in IT: A Bloom Rating." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3098.

Full text
Abstract:
This paper explores the cognitive difficulty of assessment tasks in six first year computing courses within an Information Technology (IT) degree. Bloom’s taxonomy is used as an analytical framework. A Bloom rating is calculated for each of the courses involved in the study and the results are presented and analysed. A wide variation in the cognitive level and style of assessment is revealed. These results are also compared to those from an earlier study and a reduction in the cognitive level of first year programming courses in this study is detected.
APA, Harvard, Vancouver, ISO, and other styles
7

Hoffmann, Michael H. W. "Using Bloom’s Taxonomy of learning to make engineering courses comparable." In 2008 19th EAEEIE Annual Conference. IEEE, 2008. http://dx.doi.org/10.1109/eaeeie.2008.4610187.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Miklosikova, Miroslava. "THE USE OF BLOOM�S TAXONOMY IN TEACHING TECHNICAL SUBJECTS AT UNIVERSITY." In SGEM2017 17th International Multidisciplinary Scientific GeoConference and EXPO. Stef92 Technology, 2011. http://dx.doi.org/10.5593/sgem2017/54/s22.029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

V, Viji. "Taxonomy of Ingenuity and Connectedness: A Post-Bloom-Era Wave in Education." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692028.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cheville, Alan, Aman Yadav, Dipendra Subedi, and Mary Lundeberg. "Work in progress - assessing the engineering curriculum through Bloom’s Taxonomy." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720668.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Bloom taxonomy"

1

White, Corina L. Development of Systems Engineering Competency Career Development Model: An Analytical Approach using Blooms Taxonomy. Fort Belvoir, VA: Defense Technical Information Center, June 2014. http://dx.doi.org/10.21236/ada608033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Weinberg, Zwi G., Adegbola Adesogan, Itzhak Mizrahi, Shlomo Sela, Kwnag Jeong, and Diwakar Vyas. effect of selected lactic acid bacteria on the microbial composition and on the survival of pathogens in the rumen in context with their probiotic effects on ruminants. United States Department of Agriculture, January 2014. http://dx.doi.org/10.32747/2014.7598162.bard.

Full text
Abstract:
This research project was performed in context of the apparent probiotic effect of selected lactic acid bacteria (LAB) silage inoculants on the performance of ruminants (improved feed intake, faster live-weight gain, higher milk yields and improved feed efficiency). The overall objective was to find out how LAB affect ruminant performance. The project included several “chapters” as follows: 1. The effect of LAB silage inoculants on the survival of detrimental bacteria in rumen fluid, in vitro study (Weinberg et al., The Volcani Center). An in vitro model was developed to study the interaction between selected LAB and an E. coli strain tagged with green fluorescence protein (GFP) in buffered RF. Results indicated that both LAB inoculants and E. coli survived in the RF for several days; both LAB inoculants and LAB-treated silages did not affect survival of E. coli in rumen fluid in vitro. The effect of feeding baled wheat silages treated with or without three selected LAB silage inoculants on the performance of high-lactating cows (Weinberg et al., The Volcani Center). Treatments included control (no additive), Lacobacillusbuchneri40788 (LB), Lactobacillus plantarumMTD1 40027 (LP) and Pediococcuspentosaceus30168 (PP), each applied at 10⁶ cfu/g FM. The silages were included in the TMR of 32 high milking Holstein cows in a controlled feeding experiment. All baled silages were of good quality. The LB silage had the numerically highest acetic acid and were the most stable upon aerobic exposure. The cows fed the LB silages had the highest daily milk yields, percent milk fat and protein. The microbiome of baled wheat silages and changes during ensiling of wheat and corn (Sela et al., The Volcani Center). Bacterial community of the baled silages was dominated mainly of two genera in total, dominated by Lactobacillus and Clostridium_sensu_stricto_12 with 300 other genera at very low abundance. Fungal community was composed mainly of two genera in total, dominated by Candida and Monascuswith 20 other genera at very low abundance. In addition, changes in the microbiome during ensiling of wheat and corn with and without addition of L. plantarumMTD1 was studied in mini-silos. Overall 236 bacterial genera were identified in the fresh corn but after 3 months Lactobacillus outnumbered all other species by acquiring 95% of relative abundance. The wheat silage samples are still under analysis. The effect of applying LAB inoculants at ensiling on survival of E. coli O157:H7 in alfalfa and corn silages(Adesogan et al., University of Florida). E. coli (10⁵ cfu/g) was applied to fresh alfalfa and corn at ensiling with or without L. plantarumor L. buchneri. The pathogen was added again after about 3 moths at the beginning of an aerobic exposure period. The inoculants resulted in faster decrease in pH as compared with the control (no additives) or E. coli alone and therefore, the pathogen was eliminated faster from these silages. After aerobic exposure the pathogen was not detected in the LAB treated silages, whereas it was still present in the E. coli alone samples. 5. The effect of feeding corn silage treated with or without L. buchnerion shedding of E. coli O157:H7 by dairy cows (Adesogan et al., UFL). BARD Report - Project 4704 Page 2 of 12 Five hundred cows from the dairy herd of the University of Florida were screened for E. coli shedding, out of which 14 low and 13 high shedders were selected. These cows were fed a total mixed ration (TMR) which was inoculated with E. coli O157:H7 for 21 days. The TMR included corn silage treated with or without L. buchneri. The inoculated silages were more stable upon aerobic exposure than the control silages; the silage inoculant had no significant effect on any milk or cow blood parameters. However, the silage inoculant tended to reduce shedding of E. coli regardless of high or low shedders (p = 0.06). 6. The effect of feeding baled wheat silages treated with or without three selected LAB silage inoculants on the rumen microbiome (Mizrahi et al., BGU). Rumen fluid was sampled throughout the feeding experiment in which inoculated wheat silages were included in the rations. Microbial DNA was subsequently purified from each sample and the 16S rRNA was sequenced, thus obtaining an overview of the microbiome and its dynamic changes for each experimental treatment. We observed an increase in OTU richness in the group which received the baled silage inoculated with Lactobacillus Plantarum(LP). In contrast the group fed Lactobacillus buchneri(LB) inoculated silage resulted in a significant decrease in richness. Lower OTU richness was recently associated in lactating cows with higher performance (Ben Shabatet al., 2016). No significant clustering could be observed between the different inoculation treatments and the control in non metric multi-dimentional scaling, suggesting that the effect of the treatments is not the result of an overall modulation of the microbiome composition but possibly the result of more discrete interactions. Significant phylum level changes in composition also indicates that no broad changes in taxa identity and composition occurred under any treatment A more discrete modulation could be observed in the fold change of several taxonomic groups (genus level analysis), unique to each treatment, before and after the treatment. Of particular interest is the LB treated group, in which several taxa significantly decreased in abundance. BARD Report - Project 4704 Page 3 of 12
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Bloom taxonomy' for particular source types:
Journal articles Dissertations / Theses
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography