Journal articles: 'Revised Bloom's Taxonomy'

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Oktaviana, Dwi, and Utin Desy Susiaty. "Development of Test Instruments Based on Revision of Bloom's Taxonomy to Measure the Students' Higher Order Thinking Skills." JIPM (Jurnal Ilmiah Pendidikan Matematika) 9, no. 1 (September 14, 2020): 21. http://dx.doi.org/10.25273/jipm.v9i1.5638.

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The objectives of this study were to determine: (1) the appropriateness of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS student; (2) the quality of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS student; and (3) analysis of potential effects on the use of test instruments for comparison material based on Revised Bloom's Taxonomy to measure HOTS students'developed. This research is development research with the Tessmer model development design. The subjects of this research were all students of class VIII SMP Koperasi Pontianak. The research data was obtained based on the expert's / expert's assessment of the test instrument, the results of the test small group which will be analyzed in terms of validity, difficulty index, distinguishing power, and item reliability, as well as the results of the tests field test which will be analyzed related to potential effects. The results showed that: (1) the feasibility of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS students'reached the valid criteria level; (2) the quality of the comparative material test instrument based on the Revised Bloom Taxonomy to measure the HOTS of students reaching the criteria level is valid, difficult, has poor distinguishing power, and is declared to have low feasibility as a research instrument; (3) analysis of potential effects on the use of test instruments for comparison material based on Revised Bloom's Taxonomy to measure HOTS to student achieve an effectiveness level of 68.96% with the criteria for positive potential effects.

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Bobunova, A., M. Sergeeva, and E. Notina. "Integrating Computer-Assisted Language Learning into ESL Classroom: Formation of Moral and Aesthetic Values." International Journal of Information and Education Technology 11, no. 1 (2021): 24–29. http://dx.doi.org/10.18178/ijiet.2021.11.1.1484.

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Information and communication technologies (ICT) have given a modern teacher a powerful incentive for his own professional and creative development, as well as improved the quality of educational services provided. The purpose of this paper is to consider revised Bloom’s taxonomy as the way to implement the moral and aesthetic education of students by means of computer-assisted language learning (CALL). The study involved 84 ESL teachers from 10 secondary Moscow schools. The participants were selected from those who engaged students into e-learning effectively. Group 1 (42 participants) was asked to use revised Bloom’s taxonomy to have moral and ethical impact on school children. Group 2 (42 participants) consisted of teachers who had to implement the moral and aesthetic component using ICT on their own. After conducting a semi-structured interview and comparing the collected data of the two groups according to Student’s t-test it was found that most of the participants in group 1 expressed a positive opinion about the introduction of revised Bloom's taxonomy in CALL. The results of the study confirmed that the structuring of electronic resources and students’ activity according to Bloom's objectives leads to easier implementation of the moral and aesthetic component in CALL.

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Lee, Yoon Suk, Tonya L. Smith-Jackson, and Maury A. Nussbaum. "Multidimensional Training System Evaluation using the Revised Bloom's Taxonomy." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 53, no. 25 (October 2009): 1878–82. http://dx.doi.org/10.1177/154193120905302505.

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Many organizations employ training systems to reduce work-related low back disorders. However, the evaluation of training programs is often not satisfactory, mainly due to the complexity of training systems, the high costs involved, heavy reliance on trainee reactions, and little integration of outcomes-based validation. In this work, we used the Revised Bloom's Taxonomy to classify the learning objectives of a training program. These classified objectives were then examined to predict training performance, and were further compared with trainee reactions using multiple regression and correlation analyses accordingly. Results indicated that the classified learning objectives were better predictors of training performance than trainee reactions. Practical implications of the results are discussed.

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Radmehr, Farzad, and Michael Drake. "Revised Bloom's taxonomy and integral calculus: unpacking the knowledge dimension." International Journal of Mathematical Education in Science and Technology 48, no. 8 (May 8, 2017): 1206–24. http://dx.doi.org/10.1080/0020739x.2017.1321796.

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Sweet, Charlie, Hal Blythe, and Rusty Carpenter. "Why the Revised Bloom's Taxonomy Is Essential to Creative Teaching." National Teaching & Learning Forum 26, no. 1 (December 2016): 7–9. http://dx.doi.org/10.1002/ntlf.30095.

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Waite, Laura H., Jason F. Zupec, Diane H. Quinn, and Cathy Y. Poon. "Revised Bloom's taxonomy as a mentoring framework for successful promotion." Currents in Pharmacy Teaching and Learning 12, no. 11 (November 2020): 1379–82. http://dx.doi.org/10.1016/j.cptl.2020.06.009.

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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.

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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

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Ernawati, Ernawati, and Baharullah Baharullah. "ANALYSIS OF HIGHER ORDER THINKING SKILLS (HOTS) IN MATHEMATICAL PROBLEM SOLVING BASED ON REVISED BLOOMS’ TAXONOMY VIEWED FROM GENDER EQUALITY." MaPan 8, no. 2 (December 15, 2020): 315–28. http://dx.doi.org/10.24252/mapan.2020v8n2a10.

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This study aims to determine the description of the results of the analysis of higher order thinking skills in mathematics problem solving based on revised Bloom's taxonomy viewed from gender equality. The subject of the research is two students of SMPN 1 Takalar selected using a purposive sampling technique. The type of research used is descriptive research with a qualitative approach. The description was obtained by analyzing the tests of higher order thinking skills in mathematical problem solving. In this study, instruments in the form of questions test higher order thinking skills based on revised Bloom's taxonomy and the interview guideline. Data collection techniques in the form of test, interview, observation, and documentation. The data analysis technique was data reduction, data presentation, and conclusion drawing/verification. The results of the research show that subjects can use their skills even though still not achieved optimally. Both subjects use almost all aspects of thinking skills based on the revised Bloom's taxonomy, either directly or to bridge the subject in constructing the higher order thinking skills. It shows the difference in students' higher order thinking skills from each category, namely the male and female categories.

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KOÇ, E. Seda, and Turgay Öntaş. "A comparative analysis of the 4th and 5th grade social studies curriculum according to revised bloom taxonomy." Cypriot Journal of Educational Sciences 15, no. 3 (June 29, 2020): 540–53. http://dx.doi.org/10.18844/cjes.v15i3.4931.

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Abstract: This study, in which the distribution of the attainments of Turkey, Singapore, Hong Kong and Canada (Ontario) Social Studies Curricula was aimed to be analyzed according to the revised Bloom's taxonomy, was designed with qualitative research. Document analysis technique, that is one of the qualitative research data collection techniques, was used in the research. The data source of the research consisted of the social studies curricula of the mentioned countries and the frequency and percentage calculation was used to show the taxonomic distributions of attainments. According to the findings obtained in the study, it was determined that the majority of the attainments in all of the social studies curricula examined in the study were commonly at the conceptual knowledge dimension and understand cognitive process. It was also found out that the social studies curriculum of Canada and Singapore were the curricula with the highest level of objectives for the higher levels. Keywords: Social Studies, Curriculum, Attainment, Revised Bloom Taxonomy;

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Green, Kris H. "Matching Functions and Graphs at Multiple Levels of Bloom's Revised Taxonomy." PRIMUS 20, no. 3 (March 17, 2010): 204–16. http://dx.doi.org/10.1080/10511970802207212.

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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 (December 1, 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. Through these analyses, we describe how learning occurs in advising and show that advising, as represented by Smith and Allen's eight defined outcomes, delivers the array of cognitive and affective changes presumed to constitute learning as articulated by these frameworks.

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Pepin, Matthias, Luc K. Audebrand, Maripier Tremblay, and Ndèye Binta Keita. "Evolving students' conceptions about responsible entrepreneurship: a classroom experiment." Journal of Small Business and Enterprise Development 28, no. 4 (April 30, 2021): 570–85. http://dx.doi.org/10.1108/jsbed-02-2020-0035.

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PurposeEntrepreneurship education scholarship has been recently challenged to look at what goes on inside the entrepreneurship classroom to assess what students are really learning. Relying on the construction and analysis of a 3-h long set of learning activities on responsible entrepreneurship, this paper focuses on the activities conducted and what students have learned, based on Bloom's revised taxonomy of educational objectives.Design/methodology/approachThis paper builds on a pre-/post-intervention assessment around a set of learning activities with 151 undergraduate students. Before and after the class, students were asked to produce a definition of responsible entrepreneurship. They were also asked to reflect on what had changed from the beginning.FindingsAnalysis of students' pre/post definitions shows a standardization of their conceptions of responsible entrepreneurship. This result confirms that the learning objective of this class was met. Nevertheless, applying Bloom's revised taxonomy to students' reflections allows for more nuanced interpretation. The analysis indeed revealed that some students manifest relatively superficial learning while other shows a deeper ability to reflect on the concept.Originality/valueFirst, this paper contributes to the entrepreneurship education literature by showing the relevance of using Bloom's revised taxonomy for both teaching and research purposes. Second, it presents a set of innovative learning activities on responsible entrepreneurship that could be easily reproduced in other educational contexts. Third, it shows the importance of asking students what they learned and what has changed for them through class activities.

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Hamna Naseer, Yaar Muhammad, and Sajid Masood. "Critical Thinking Skills in a Secondary School Pakistan Studies Textbook: A Qualitative Content Analysis." sjesr 3, no. 4 (December 25, 2020): 84–95. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(84-95).

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The purpose of this study was to examine the critical thinking skills incorporated in text-based questions and tasks in the Pakistan Studies textbooks of secondary level. The Pakistan Studies textbook produced by the Punjab Textbook Board for ninth was analyzed using qualitative content analysis based on cognitive domains derived from six levels of revised Bloom's taxonomy. Moreover, the text-based questions were then analyzed by categorizing them under the nine pre-determined analytic categories of Socratic taxonomy. These categories depicted the questions that challenge the critical thinking skills of learners. The findings revealed that the text-based question incorporated in the selected textbook of Pakistan Studies was not conducive to developing critical thinking skills among students. Except for one question, none of the questions fell under higher-order thinking levels of revised Bloom's taxonomy. Furthermore, based on analytic categories, text-based questions showed a little inclination towards the questions of clarification, whereas none represented other categories. Therefore, textbook developers need to focus on the induction of critical thinking skills in the text-based questions and tasks of textbooks.

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Wallis, Adele K., Marleen F. Westerveld, Allison M. Waters, and Pamela C. Snow. "Investigating Adolescent Discourse in Critical Thinking: Monologic Responses to Stories Containing a Moral Dilemma." Language, Speech, and Hearing Services in Schools 52, no. 2 (April 20, 2021): 630–43. http://dx.doi.org/10.1044/2020_lshss-20-00134.

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Purpose The adolescent developmental task of establishing autonomy from parents is supported through various aspects of executive functioning, including critical thinking. Our aim was to investigate younger and older adolescent language performance in form, content, and use in response to a moral dilemma task. Method Forty-four typically developing adolescents completed a language sampling task, responding to stories that contained a moral dilemma for one of the characters. Two age groups participated: younger adolescents ( n = 24, 12;2–13;11 [years;months]) and older adolescents ( n = 20, 16;1–17;11). Participants produced a monologue in response to an open-ended question prompt. Responses were transcribed and analyzed for discourse production on measures of form (verbal productivity and syntactic complexity) and content (semantic diversity and word percentages in three semantic domains: affective, social, and cognitive). Language use was evaluated using a coding system based on Bloom's revised taxonomy of thinking. Results There were no significant group differences in performance on measures of syntactic complexity and semantic diversity. Significant differences were found in adolescents' language using Bloom's revised taxonomy. The younger adolescents demonstrated a significantly higher proportion of utterances at Level 1 (remembering and understanding) compared to older adolescents, while the older age group produced a higher proportion at Level 3 (evaluating and creating). Conclusions The moral dilemma task was effective in demonstrating the growth of adolescent language skills in use of language for critical thinking. The results highlight the clinical utility of the moral dilemma task in engaging adolescents in discourse involving critical thinking, whereas the associated coding scheme, based on Bloom's revised taxonomy of thinking, may differentiate levels of critical thinking and provide direction for intervention.

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Fitri, Yenni Kurnia, Hermawati Syarif, and Desvalini Anwar. "THE LEVELS OF QUESTIONS USED ON READING TEST WITH REGARDS TO REVISED BLOOM'S TAXONOMY." Ta'dib 22, no. 1 (June 29, 2019): 27. http://dx.doi.org/10.31958/jt.v22i1.1421.

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The research aims to find out the levels of questions used by an English teacher for mid-semester reading test for the second graders in SMA 2 Padang in accordance Anderson’s and Karthwohl’s taxonomy (2001). The participant was chosen based on purposive sampling. This is a descriptive research. The data of the research were obtained from documents analysis. Evaluation of the question sheets were analyzed one by one. After that, the data were analyzed, grouped, and explained based on the research aims. The results of this research show that the teacher formulated on three levels of questions. They are the questions remembering (46.67%), understanding (36.66%), and applying (16.67%). From the result, it can be concluded almost half of the questions are in the form of remembering and least of them for applying.

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Noble, Toni. "Integrating the Revised Bloom's Taxonomy With Multiple Intelligences: A Planning Tool for Curriculum Differentiation." Teachers College Record 106, no. 1 (January 2004): 193–211. http://dx.doi.org/10.1111/j.1467-9620.2004.00328.x.

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Kurtuluş, Aytaç, and Tuba Ada. "Evaluation of Mathematics Teacher Candidates' the Ellipse Knowledge According to the Revised Bloom's Taxonomy." Universal Journal of Educational Research 5, no. 10 (October 2017): 1782–94. http://dx.doi.org/10.13189/ujer.2017.051017.

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Zulkifli, Faiz, Rozaimah Zainal Abidin, Noor Faezah Mohamad Razi, Nor Hazlina Mohammad, Rusliza Ahmad, and Anis Zafirah Azmi. "Evaluating Quality and Reliability of Final Exam Questions for Probability and Statistics Course Using Rasch Model." International Journal of Engineering & Technology 7, no. 4.33 (December 9, 2018): 32. http://dx.doi.org/10.14419/ijet.v7i4.33.23479.

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Evaluation of the questions’ level of complexity for the statistical course was proposed using the revised version of Bloom’s taxonomy. The use of Bloom's taxonomy in statistical examination papers allows the degree of difficulty to be pseudo-objectively assessed. Well-constructed questions in the final examination will help in measuring students' abilities based on comprehensive cognitive skills. Therefore, this study used Rasch Model to evaluate the quality and reliability of final exam questions for probability and statistics course. According to research findings, five out of 30 questions are considered as misfit items. It is therefore recommended that these items be removed or rephrased to better suit the students’ ability level in a course. Whereas, nine questions have significant differences between taxonomy level and Rasch level that require further analysis. Overall, students view the set of exam questions as simple due to the unavailability of difficult items. Based on this result, it is suggested that the exam questions should undergo verification process from the expert and students should be exposed early to various types of questions with different level of difficulty.

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Soleimani, Hassan, and Saeed Kheiri. "An Evaluation of TEFL Postgraduates’ Testing Classroom Activities and Assignments Based on Bloom's Revised Taxonomy." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 861. http://dx.doi.org/10.17507/tpls.0604.26.

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In this study, we attempted to examine the quality of Iranian MA and PhD testing classes to find out how they prepare potential teachers and test makers for the journey of testing in their professional career and whether the exercises and assignments can prepare them to apply higher order thinking in their test construction process.Ten university professors holding PhD in TEFL, along with their students, participated in this study. After recording the assignments and activities, the data were listened, re-listened, and transcribed. The results showed that lower order thinking skills (69.445%) were used more than medium (30.555%) thinking skills in MA testing classroom activities, but higher order thinking skills (0%) were never used. On the other hand, medium order thinking skills (58.335%) were used more than higher order thinking skills (41.665%) in PhD testing classroom activities, and lower order thinking skills were never used. Moreover, activities and assignments given to postgraduate students first led to lower order thinking skills, next led to medium order thinking skills, and finally led to higher order thinking skills. There was a systemic pattern in the distribution of the order of thinking skills of Bloom's Revised Taxonomy in postgraduate activities and assignments. The findings of this study offer several pedagogical implications for students, instructors, and test designers in TEFL.

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Mizbani, Maryam, and Azizeh Chalak. "Analyzing Listening and Speaking Activities of Iranian EFL Textbook Prospect 3 Through Bloom's Revised Taxonomy." Advances in Language and Literary Studies 8, no. 3 (June 30, 2017): 38. http://dx.doi.org/10.7575/aiac.alls.v.8n.3p.38.

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Some significant components are essential in teaching a language. Among these, textbooks are the most significant ones and must be considered seriously. Textbooks play an important role in EFL teaching and learning because they can provide ready-made materials to both teachers and students. Besides, if textbooks aren’t used appropriately, they may spoil the process of teaching. This study aimed at analyzing listening and speaking activities of the textbook Prospect 3 which is used for Junior High School third graders in order to investigate in which level of lower or higher of the learning objectives related to Bloom’s (2001) Revised Taxonomy of Cognitive Domain they would be classified. The findings revealed that all of the activities of listening and speaking skills were classified as the low level of cognitive complexity and could not train the students of this grade for high levels of learning objectives. Hence the teachers should employ extra activities to make the students perform in higher levels of thinking skills and book designers should improve the content of the textbook to cover the higher levels of the cognitive domain.

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Hindrasti, Nur Eka Kusuma, Hamzah Yuliandie, and Trisna Amelia. "The Profile of Students’ Questions Based on Revised Bloom’s Taxonomy on Life Organizations System Topic." Bioeducation Journal 4, no. 1 (June 30, 2020): 1–9. http://dx.doi.org/10.24036/bioedu.v4i1.254.

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The aim of this study to determine student questions based on Revised Bloom's Taxonomy. This study was done by quantitative approach with descriptive research method. Research data were obtained through analysis of student questions sheets and interviews. Guide the student’s question were analysid sheet was used to record student questions while learning in class. Based on the results of the analysis it is known that 20% of students' questions at the cognitive domain level C1 (Remembering), 37% at the C2 level (Understanding), 20% at the C3 level (Applying), 11,5% at the C4 level (Analyzing), 11,5% at the C5 level (Evaluating), and 0% at the C6 level (Creating). While based on the dimension of knowledge, factual level questions were asked by 26% of students, conceptual level questions by 74%, and there was no question in procedural and metacognitive level.

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Jeon, Jae Won. "An Analysis of Geography Achievement Standards of Social Studies National Curriculum Revised 2015: Based on Bloom's Revised Taxonomy of Educational Objectives." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 1 (January 15, 2019): 1061–82. http://dx.doi.org/10.22251/jlcci.2019.19.1.1061.

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LEE, Bongsuk, and Kyunghee KANG*. "Analysis on Achievement Standards of the 2015 Revised Curriculum and Learning Objectives of Physics I Textbooks Based on Bloom's Revised Taxonomy." New Physics: Sae Mulli 69, no. 11 (November 29, 2019): 1177–84. http://dx.doi.org/10.3938/npsm.69.1177.

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이혜숙 and YoungShin Kim. "Analysis of Primary and Secondary Biology Instructional Objectives on 7th Science Curriculum: Based on Bloom's Revised Taxonomy." BIOLOGY EDUCATION 36, no. 1 (March 2008): 52–62. http://dx.doi.org/10.15717/bioedu.2008.36.1.52.

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Yoon-Hee Kim, Ki-Soon Yoon, and Kwon,Duck-Kee. "Analysis of Summative Evaluation Objectives in Middle School Biology based on Bloom's Revised Taxonomy of Educational Objectives." Journal of Science Education 34, no. 1 (June 2010): 164–74. http://dx.doi.org/10.21796/jse.2010.34.1.164.

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Marley, Kathryn A. "Eye on the Gemba: Using Student-Created Videos and the Revised Bloom's Taxonomy to Teach Lean Management." Journal of Education for Business 89, no. 6 (August 18, 2014): 310–16. http://dx.doi.org/10.1080/08832323.2014.903888.

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Tíjaro-Rojas, Rocío, Andrea Arce-Trigatti, Jann Cupp, Jennifer Pascal, and Pedro E. Arce. "A Systematic and Integrative Sequence Approach (SISA) for mastery learning: Anchoring Bloom's Revised Taxonomy to student learning." Education for Chemical Engineers 17 (October 2016): 31–43. http://dx.doi.org/10.1016/j.ece.2016.06.001.

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Seo, Young-Jin, Hyoung-Soo Kim, and Hee-K. Chae. "Analysis of the End-of-Chapter Questions in Chemistry II according to Revised Bloom's Taxonomy of Educational Objectives." Journal of the Korean Chemical Society 54, no. 3 (June 20, 2010): 329–37. http://dx.doi.org/10.5012/jkcs.2010.54.3.329.

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Maria da Silva, Solange, Gertrudes A. Dandolini, Patricia De Sá Freire, João Artur de Souza, Willian Rochadel, and Aline De Brittos Valdati. "Purpose of the use of technologies in the contemporary models of Corporate University." International Journal for Innovation Education and Research 6, no. 8 (August 31, 2018): 55–78. http://dx.doi.org/10.31686/ijier.vol6.iss8.1117.

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This paper aims to identify the purpose of the use of technologies in the contemporary models of corporate university: Stakeholder University (SU) and Networked Corporate University (NCU). To accomplish it, we carried out a systematic search in the main electronic bases of scientific documents, categorizing the studies by means of the revised Bloom's Taxonomy. This search enabled to distinguish the purpose of the use of technologies in corporate universities, such as the purpose of integration between different stakeholders in relation to knowledge. The research highlights the Corporate University in addition to an environment of education; but an area of innovation in which the integration of stakeholders, university and organization constitutes an important interaction and sharing networks. By identifying the technological characteristics and tools, it points out new approaches of technological integration in the mediation between stakeholders in order to promote networked learning. That is, to remember, understand, apply, analyze, evaluate, and create (Bloom's Taxonomy), but, especially, to generate value from these relationships. The conclusion is that the distance education technologies, the knowledge media, and the engineering and knowledge management tools arise as enablers of the purpose of creating technologies to generate shared knowledge and stakeholder interaction, according to the models of SU and NCU.

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Lim, Mika. "Analysis of Achievement Standards of the 2015 Revised Elementary Practical Arts Curriculum Based on Bloom's New Educational Objectives Taxonomy." Journal of Korean Practical Arts Education 26, no. 1 (February 29, 2020): 17–32. http://dx.doi.org/10.29113/skpaer.2020.26.1.002.

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Evelyn Brindha, V. "Outcome Based Education and Revised Bloom's Taxonomy as a Catalyst for Redesigning Teaching and Learning in Engineering Education." Journal of Engineering Education Transformations 34, no. 1 (July 1, 2020): 109. http://dx.doi.org/10.16920/jeet/2020/v34i1/151896.

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Ger, Tzu-Hsiang, Yao-Ming Chu, and Mei-Chen Chang. "Comprehension of Technology in Parent-Child Activities Using Bloom's Taxonomy of the Cognitive Domain." International Journal of Innovation in the Digital Economy 5, no. 1 (January 2014): 15–30. http://dx.doi.org/10.4018/ijide.2014010102.

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Science museums often hold various science education activities in exhibition halls to enhance visitors' cognition and comprehension of science and technology. However, the experience and knowledge accumulated during the participation in technological experiential and learning activities merits exploration. This study conducts a quantitative survey and qualitatively analyzes the data based on the taxonomy of educational objectives that are outlined in the revised version of Bloom's taxonomy handbook. The objective of this study is to investigate the influence of life creativity contests held by museums for elementary school children and their parents on the participants' conceptual cognition of water conservation technologies. A survey is designed to evaluate the change in the participants' conceptual cognition of the technologies, and includes questionnaires on water consumption habits in daily lives, understanding of the water resources in the Taiwan region, and uses of and opinions on water-saving devices. A method on which the assessment of the conceptual knowledge of the participants was based was a content analysis of the interviews. The findings of this study suggested: (a) the creativity contest provided diverse opportunities to improve the participants' cognitive concepts of water conservation; (b) this activity also has positively influenced the learning of knowledge, attitudes, and behaviors of water conservation technologies.

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İlhan, Mustafa, and Melehat Gezer. "A comparison of the reliability of the Solo- and revised Bloom's Taxonomy-based classifications in the analysis of the cognitive levels of assessment questions." Pegem Eğitim ve Öğretim Dergisi 7, no. 4 (September 5, 2017): 637–62. http://dx.doi.org/10.14527/pegegog.2017.023.

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This study aims to compare the reliability of SOLO and revised Bloom's taxonomy-based (RBT) classifications in the determination of the cognitive levels of the assessment questions. The data were obtained by three experts' examination of the assessment questions in the Seventh Grade Social Studies Textbook published by the Ministry of National Education and Eight Grade Science and Technology Textbook published by Yıldırım Publishing in 2015. The collected data were analyzed in a crossed design whereby the assessment questions were the object of measurement and the experts were the facet on the basis of the generalizability theory. It was found that the variance percentage of the main effect of the assessment question was found to be higher in the SOLO-based classifications. The variance component related to the experts' main effect and the residual variance values were found to be higher in the RBT than in the SOLO taxonomy. In conclusion, compared to the RBT, the SOLO-based classifications were found to have higher G and Phi coefficients. These results indicate that SOLO taxonomy seems to be more reliable than RBT in the determination of the cognitive level of assessment questions.

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Souza, Crisomar Lobo de, Antonio Carlos Aidar Sauaia, and Fábio Lotti Oliva. "USE OF THE LABORATORY OF MANAGEMENT IN THE PROCESS OF LEARNING FROM THE PERSPECTIVE OF THE REVISED BLOOM'S TAXONOMY." Pensamento & Realidade 34, no. 2 (December 31, 2019): 81–91. http://dx.doi.org/10.23925/2237-4418.2019v34i2p81-91.

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Jideani, V. A., and I. A. Jideani. "Alignment of Assessment Objectives with Instructional Objectives Using Revised Bloom's Taxonomy-The Case for Food Science and Technology Education." Journal of Food Science Education 11, no. 3 (June 25, 2012): 34–42. http://dx.doi.org/10.1111/j.1541-4329.2012.00141.x.

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이민정, Taemyung Yoo, and 이경숙. "Analysis of Home Economics textbooks of 2007 Revised Curriculum Based on 'A Revision of Bloom's Taxonomy of Educational Objectives'." Journal of Korean Practical Arts Education 17, no. 2 (May 2011): 149–76. http://dx.doi.org/10.17055/jpaer.2011.17.2.149.

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Bümen, Nilay T. "Effects of the Original Versus Revised Bloom's Taxonomy on Lesson Planning Skills: A Turkish Study Among Pre-Service Teachers." International Review of Education 53, no. 4 (July 14, 2007): 439–55. http://dx.doi.org/10.1007/s11159-007-9052-1.

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Wahidah, Nur Sopiah, Bambang Supriatno, and Mimin Nurjhani Kusumastuti. "Analisis Struktur dan Kemunculan Tingkat Kognitif pada Desain Kegiatan Laboratorium Materi Fotosintesis." Assimilation: Indonesian Journal of Biology Education 1, no. 2 (September 30, 2018): 70. http://dx.doi.org/10.17509/aijbe.v1i2.13050.

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In practical activities usually teachers provide guidance in the form of students’ worksheet or design of laboratory activity. Based on field studies Supriatno (2009), only 24% design laboratory that can be done with the appropriate procedures and complete results in terms of data analysis and conclusion, so it does not support the construction of knowledge. It required the analysis to determine whether design laboratory used already support the construction of knowledge. Design laboratory analysis refers to the Vee diagram and revised Bloom's taxonomy as both lead students to construct knowledge. This research is a descriptive study with purposive sampling technique. The research data captured with a rare test work results table, the table where the component diagram Vee, Vee diagrams scoring table, as well as the revised Bloom's taxonomy table. The results of the 16 samples and 5 samples design laboratory, junior high school design laboratory of photosynthetic material shows that there are still procedural mistakes and instruction unstructured. Vee diagram component analysis results show the general components that arises is the question of focus, the object/event, theories, principles, concepts and knowledge claims. Components that are generally not appear that notes/transformation. Results of the analysis showed scores of each component Vee diagram, Vee diagram on middle and high school degign laboratory generally have not yet reached the ideal score. Results of the analysis showed the emergence of the cognitive level of cognitive level generally required design laboratory in middle and high school, namely C1, C2 and C3, with dominant category procedural C3. This cognitive level is in conformity with the demands of basic competencies middle school, but not in accordance with the demands of basic competencies of high school.

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Luna Serrano, Edna, Luis Horacio Pedroza Zuñiga, and Perla Lizeth Cordova Valenzuela. "Alineamiento entre estándares de desempeño docente y el programa de estudios de preescolar mexicano." education policy analysis archives 27 (March 4, 2019): 17. http://dx.doi.org/10.14507/epaa.27.3595.

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In a school system oriented to the fulfillment of educational objectives and the improvement of teaching performance, the congruence between the normative documents and the evaluation of teaching is fundamental. From this perspective, the objective of this study was to analyze the alignment between the implicit teaching competencies of the Preschool Studies Program and the performance teaching standards, as well as assessing the agreement between two versions of the standards issued by the Mexican Ministry of Education. To address those objectives the methodology included two descriptive studies, which apply content analysis techniques as well as work with subject matters judges, the curriculum alignment technique and Bloom's revised taxonomy. In general, the standards are aligned with the Program, except in the areas of formative evaluation and the use of play as a didactic strategy; in the last version of the standards the demands of the cognitive process were lower in the taxonomy. The conclusion suggests an integrated evaluation system that recognizes all specific aspects of preschool teaching practice.

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Shmelev, Vadim, Maria Karpova, and Alexey Dukhanov. "An Approach of Learning Path Sequencing Based on Revised Bloom's Taxonomy and Domain Ontologies with the Use of Genetic Algorithms." Procedia Computer Science 66 (2015): 711–19. http://dx.doi.org/10.1016/j.procs.2015.11.081.

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Choi, Miyoung. "Analysis of Learning Objectives of Elementary School Grade 3-4 Music Textbooks based on Bloom's Revised Taxonomy of Educational Objectives." Korean Society of Music Education Technology 33 (October 16, 2017): 21–37. http://dx.doi.org/10.30832/jmes.2017.33.21.

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Lee, Yew-Jin, Mijung Kim, and Hye-Gyoung Yoon. "The Intellectual Demands of the Intended Primary Science Curriculum in Korea and Singapore: An analysis based on revised Bloom's taxonomy." International Journal of Science Education 37, no. 13 (August 12, 2015): 2193–213. http://dx.doi.org/10.1080/09500693.2015.1072290.

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Choi, Jung In, and Seoung Hye Paik. "A Comparative Analysis of Achievement Standards of the 2007 & 2009 Revised Elementary Science Curriculum with Next Generation Science Standards in US based on Bloom's Revised Taxonomy." Journal of The Korean Association For Science Education 35, no. 2 (April 30, 2015): 277–88. http://dx.doi.org/10.14697/jkase.2015.35.2.0277.

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Voigt, Christin, Linda Blömer, and Uwe Hoppe. "Analysing the Cumulative Hierarchy of the Taxonomy of Learning Objectives in Flipped Classroom." International Journal of Higher Education Pedagogies 1, no. 1 (December 30, 2020): 1–12. http://dx.doi.org/10.33422/ijhep.v1i1.13.

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The emergence of digital learning formats influences the planning and structuring of digital teaching. Especially in times of the Corona Pandemic, when many universities remain closed, new digital learning concepts are emerging that can be integrated into face-to-face teaching in future. In this context, old teaching formats are often revised and questioned. But while technology only determines the form of collaboration, the real quality of learning depends on cognitive trials that the teacher addresses to the students. To classify these trials, a teacher can use Bloom's revised taxonomy, which ranks Learning Objectives in a six-level order and assumes a cumulative hierarchy: achieving a required Learning Objective level includes all lower levels. Especially in blended learning scenarios, such as a Flipped Classroom, this theory can be used to develop the course structure and to form exam questions. However, the applicability of the cumulative hierarchy is controversial in the literature and is rarely analysed in blended learning courses. Our goal is therefore to verify the cumulative hierarchy in a Flipped Classroom Course and derive recommendations for action. Therefore, we use a quantitative written survey. Since the analysis is based on the students' perceptions, these are verified by correlation analysis with the actual exam results and the awareness of contents and activities. Afterwards, the cumulative hierarchy is tested by regression analysis of the different levels of Learning Objectives. As a result, it could be confirmed for all levels, but not always by direct but often by indirect influences of other levels.

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Elmas, Rıdvan, Martin Rusek, Anssi Lindell, Pasi Nieminen, Koray Kasapoğlu, and Martin Bílek. "The intellectual demands of the intended chemistry curriculum in Czechia, Finland, and Turkey: a comparative analysis based on the revised Bloom's taxonomy." Chemistry Education Research and Practice 21, no. 3 (2020): 839–51. http://dx.doi.org/10.1039/d0rp00058b.

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Understanding the intellectual demands of an intended curriculum is crucial as it defines the frames for teaching and learning processes and practice during lessons. In this study, upper-secondary school chemistry curricula contents in Czechia, Finland, and Turkey were analysed, and their objectives were compared using the Revised Bloom's Taxonomy (RBT). The intellectual demands were examined analysing the action verbs in the three curricula objectives based on their association with the intended cognitive process dimensions in the RBT. The Turkish upper-secondary chemistry curriculum was found to be more structured, detailed, and containing more objectives than the Czech and Finnish curricula. The domineering objectives in cognitive demands were understand (77.2%) and analyse and apply (both 7.1%). Conceptual items dominated (59.8%) with procedural items identified (29.1%). Also, there are five metacognitive items (3.9%). The Czech curriculum, compared to the Finnish and Turkish curricula, does not take modern trends in the field of chemistry into account. The cognitive demands in the Czech curriculum were skewed toward apply (40%) with understand and evaluate accordingly represented by 20%. Conceptual items dominate with a 53.3% of occurrence. In the Finnish curriculum, the cognitive demands were skewed toward apply (47.1%) with create (23.5%) and understand (17.6%). Procedural (35.3%) domains predominate, although metacognitive objectives represent a significant share (23.5%) too. These findings from the contents and intellectual demands of the curricula in each of the three countries have the potential to help teachers and other actors in education design the interventions and assessments implemented in the classes. Comparing the distribution of intellectual demands between the countries provides an international reference for educational reforms in hand in many countries.

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박철규, 황진석, and KwakDaeOh. "A Comparative Analysis of Instructional Objectives of Laboratory Work in Korean and U. S. High School Biology Textbooks according to Bloom's Revised Taxonomy." Journal of Research in Curriculum Instruction 15, no. 1 (March 2011): 27–43. http://dx.doi.org/10.24231/rici.2011.15.1.27.

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Sulistyorini, Yunis, Siti Napfiah, Nok Izatul Yazidah, Dian Fitri Argarini, and Welas Listiani. "Profil Higher Order Thinking Skills Mahasiswa dalam Memecahkan Masalah Geometri." JRPM (Jurnal Review Pembelajaran Matematika) 5, no. 2 (December 26, 2020): 87–97. http://dx.doi.org/10.15642/jrpm.2020.5.2.87-97.

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HOTS is the ability to combine and develop newly acquired information and prior knowledge to solve non-routine problems. HOTS refers to the revised Bloom's Taxonomy which consists of analyzing, evaluating, and creating. However, this study was only analyzing (C4) and evaluating (C5). This study aimed to describe the HOTS profile of students in solving geometry problems. This type of research was descriptive qualitative research with the subject consisting of two students with high learning ability, each of whom was selected to represent two different Euclid Geometry classes. Data collection consisted of solving HOTS problems and unstructured interviews. The results showed that the two subjects had not been able to achieve high order thinking ability indicators. Students' higher-order thinking skills still need to be improved. Mathematics learning should designing considering the critical and creative thinking aspects to develop students' HOTS learning should be designed by considering critical and creative thinking aspects to develop students' HOTS.

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Abidin, Zainal, and Mohammad Tohir. "KETERAMPILAN BERPIKIR TINGKAT TINGGI DALAM MEMECAHKAN DERET ARITMATIKA DUA DIMENSI BERDASARKAN TAKSONOMI BLOOM." Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika 1, no. 1 (December 27, 2019): 44–60. http://dx.doi.org/10.35316/alifmatika.2019.v1i1.44-60.

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The research aims to describe the level of higher-order thinking skills ability of students in solving generalization patterns in two-dimensional arithmetic series based on revised Bloom's taxonomy. The research method used is a qualitative descriptive approach. The subjects were students of the Master Program of Mathematics Education at Jember University. The data was collected by giving open problem-solving tasks and documentation studies to students to develop patterns of one-dimensional arithmetic series. Then, students are given the task of solving the next problem to draw up a generalization pattern of two-dimensional arithmetic series. The data analysis technique used is qualitative descriptive data analysis. The results showed that the percentage of higher-order thinking skills aspects included analyze (C4) reached 88.89%, evaluate (C5) reached 83.33%, and create (C6) reached 66.67%. The results of this achievement are influenced by several factors, including accuracy in compiling numbers and expanding existing data, mastery of arithmetic series permutation concepts and their application, the tendency of graduate students to rely on memorization and imitations of existing examples.

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Ozu, Marcelo, Ricardo A. Dorr, Facundo Gutiérrez, M. Teresa Politi, and Roxana Toriano. "A counterpoint between computer simulations and biological experiments to train new members of a laboratory of physiological sciences." Advances in Physiology Education 36, no. 4 (December 2012): 345–51. http://dx.doi.org/10.1152/advan.00069.2012.

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When new members join a working group dedicated to scientific research, several changes occur in the group's dynamics. From a teaching point of view, a subsequent challenge is to develop innovative strategies to train new staff members in creative thinking, which is the most complex and abstract skill in the cognitive domain according to Bloom's revised taxonomy. In this sense, current technological and digital advances offer new possibilities in the field of education. Computer simulation and biological experiments can be used together as a combined tool for teaching and learning sometimes complex physiological and biophysical concepts. Moreover, creativity can be thought of as a social process that relies on interactions among staff members. In this regard, the acquisition of cognitive abilities coexists with the attainment of other skills from psychomotor and affective domains. Such dynamism in teaching and learning stimulates teamwork and encourages the integration of members of the working group. A practical example, based on the teaching of biophysical subjects such as osmosis, solute transport, and membrane permeability, which are crucial in understanding the physiological concept of homeostasis, is presented.

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Murniarti, Erni, Sarwedi Sirait, and Hotmaulina Sihotang. "IMPLEMENTATION OF HOTS-BASED LEARNING AND PROBLEM BASED LEARNING DURING THE PANDEMIC OF COVID-19 IN SMA BUDI MULIA JAKARTA." Advances in Social Sciences Research Journal 8, no. 2 (February 23, 2021): 296–305. http://dx.doi.org/10.14738/assrj.82.9727.

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The implementation of the 2013 curriculum requires teachers to change their views in implementing learning process in schools. Learning strategies are no longer teacher-centered learning but learner-centered learning. Teachers are required to organize creative and innovative learning as stated in the Lesson Plan. Teachers must master various methods to improve higher-order thinking skills (HOTS) of students. In this context, Problem Based Learning (PBL) is the appropriate model in developing students' thinking skills. The 2013 curriculum has adopted Bloom's taxonomy which was revised by Anderson starting from the level of knowing, understanding, implementing, analyzing, evaluating and creating. Because the demands of the 2013 Curriculum must be at the level of creating, students must be continuously trained to produce something new. This study aims to describe the Problem Based Learning (PBL) learning method as a model of effective way to build critical and creative thinking skills of students at SMA Budi Mulia Jakarta. This study also explains HOTS-based assessment as a logical assessment of PBL learning.

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Journal articles on the topic 'Revised Bloom's Taxonomy'

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