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Coleman, Vada M. "National Music Education Standards and Adherence to Bloom's Revised Taxonomy." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1048.
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Pressures from education reforms have contributed to the need for music educators to embrace new and diverse instructional strategies to enhance the learning environment. Music teachers need to understand the pedagogy of teaching and learning and how these affect their praxis. The purpose of this multiple case evaluative study was to investigate the instructional methods used in 10 middle school general music programs to assist students in obtaining the National Standards for Music Education. Bloom's revised taxonomy was the theoretical framework used to evaluate the teaching praxis of the participating teachers. The research questions for the study addressed the effectiveness of the instructional strategies in the music classroom and how they align with the National Standards Music Education and Bloom's Revised Taxonomy. Data were collected from an open ended survey, individual interviews, and unobtrusive documents from 10 general music teachers from suburban, rural, and urban school districts. A line-by-line analysis was followed by a coding matrix to categorize collected data into themes and patterns. The results indicated that standards-based metacognitive instructional strategies can assist music teachers in their classrooms and unite cognitive, affective, and kinesthetic experiences applicable beyond the music classroom. It is recommended that music teachers use alternative teaching techniques to promote and connect critical thinking skills through musical learning experiences. Implications for positive social change include training music educators to create learning environments that support and motivate students to learn and achieve academic success.
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DeForest, Reynolds Siri Torrence. "Validating Bloom's Revised Taxonomy as a Rubric for Assessing Middle School Students' Levels of Thinking." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6990.
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Educators in a rural charter middle school in the United States were challenged with the reliable assessment of student thinking skills even though the development of higher order thinking was an espoused goal for the school. The purpose of this study was to validate a new rubric based on Bloom’s Revised Taxonomy (BRT) to reliably assess student levels of thinking as reflected in the students’ written work. A quantitative, nonexperimental design was used. The focus of the research questions was on the BRT rubric’s reliability and validity. Interrater reliability was assessed using Krippendorff’s alpha. Validity was explored by assessing the relationship between the BRT scores collected in this study to the original teacher scores of students’ archived writing samples. Reliable, unrelated scores would have suggested that the two processes were scoring different constructs. The convenience sample of 8 volunteer teachers scored papers using the new BRT rubric. Each teacher scored 52 writing samples, 2 each from 26 students in the 7th grade. The Spearman correlation coefficient between the BRT and original teachers’ scores was not statistically significant. The teachers’ original scores could not validate the BRT as a measuring tool. Also BRT measure failed to demonstrate evidence of reliability (Krippendorf’s α = .05). A position paper was created to present the results of this study and to explore possibilities for improving the assessment of thinking. Positive social change may be encouraged by the use of a reliable and valid scoring process to quantify levels of thinking. A reliable scoring process for levels of thinking could lead to more balanced curricula, instruction, and assessment ultimately providing a base for customized student learning experiences.
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Thompson, Lisa Anne. "Bloom's taxonomy goes high tech: A software review." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3017.
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The paper is a review and evaluation of software used for the purpose of its correlation to content standards, ease of classroom use, ability to keep the student on task, and student appeal. This project was to create a software review based on instructional standards and the principles of Bloom's taxonomy, which is a classification of levels of thinking.
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Wheeler, Donald. "Using a summative assessment alignment model and the Revised Bloom's Taxonomy to improve curriculum development, instruction, and evaluation." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1342741571&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.
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Daniel, Bethany Rae. "Defining Critical Thinking for the 21st Century World Language Classroom." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4288.
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Critical thinking has long been recognized as a valuable skill, both in education in general and within the world language teaching field specifically. In recent years, critical thinking has been identified as one of the 21st century skills that students need to succeed in modern society (Partnership, 2009). However, there is no clear, unifying definition of the term itself (Paul, 2004), and the definition of critical thinking is debated in many different fields without support from empirical data (Kuhn, 1999). Similarly, critical thinking has been often discussed in the literature as having great potential to facilitate language learning, and particularly to develop language proficiency (Gaskaree, Mashhady & Dousti, 2010; Heining-Boynton & Heining-Boynton, 1992; Hoch & Hart, 1991; Rojas, 2001; Williams, Lively & Harper, 1994). However, this discussion has not been centered around a single, clear definition or been supported by empirical research. This study attempts to fill these gaps by exploring how currently practicing world language teachers define the term critical thinking. Definitions were gathered through a survey of K-16 world language teachers from across the United States and through interviews with individual beginning level German instructors at a large, private university in the western United States. Findings revealed three primary ways in which teachers define critical thinking: first, by identifying characteristics of critical thinking; second, by discussing the thought processes and skills used in the action of critical thinking; and third, by describing the topics about which critical thinking takes place, either on the micro-level, dealing with language itself, or on the macro-level, dealing with real-world issues and themes. Based on these three areas of definition, several pedagogical implications were identified. As critical thinking is integrated as a 21st century skill into the world language classroom, the traditional roles of the teacher may need to transform, the content used in the classroom may need to change, and the activities in which students are asked to engage may likewise need to shift. The integration of these pedagogical implications into the world language classroom as a means to facilitate the development of advanced levels of language proficiency is also discussed.
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Sagaskie, Erin Elizabeth. "The Effect of Instruction in Alternative Solutions on American Ninth-Grade Algebra I Students' Problem Solving Performance." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/969.
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The purpose of this study was to investigate the effect of the use of an Alternative-Solution Worksheet (ASW) on American ninth-grade students' problem solving performance, and to determine the extent to which instruction in alternative solutions promotes "look back" strategies. "Look back" strategies are based on Polya's (1973) problem solving steps, and they are an examination of what was done or learned previously. The ASW was designed to encourage students to utilize "look back" strategies by generating alternative solutions to the problems. This mixed-methods study was conducted with two existing groups of ninth-grade Algebra I students. An experimental group of 18 students received instruction in utilizing the ASW for two 55-minute class periods a week for a period of four weeks. A comparison group of 14 students did not receive any instruction. Data for this study were collected by pre- and post-testing, ASWs, focus groups, and one student's "think aloud" process. For the quantitative analysis, a one-way ANCOVA was conducted to determine if there was a significant difference in the mean post-test scores between the experimental group and the comparison group. The students' pre-test score was the covariate. The findings indicated that the experimental group scored slightly better on the post-test, and R2=.345, a medium effect size. There were no significant correlations between the ASW scores and the pre- and post-test scores, but the ASW scores were significantly correlated with the students' EXPLORE9 math and reading percentiles. The qualitative findings indicated that "look back" occurred at all six levels of Bloom's Revised Taxonomy, but it is the "look back" that occurs at the upper three levels, in the context of higher order thinking skills, that results in better mathematical problem solving abilities. In addition, positive affective changes were evident despite little improvement in students' mathematical problem solving abilities. The results of this study indicated that higher order thinking skills need to be practiced regularly so students can use them effectively.
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Borgelind, Andreas, and Bassel Mekhelif. "Det som inte prövas är lika viktigt : En kartläggning av samstämmighet mellan Lgr 11 och de nationella proven i historia och religion för årskurs 6." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31644.
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In the spring term of 2013, national tests were conducted in social sciences for the first time in the Swedish sixth grade. The tests fell under criticism from various outlets associated with education which eventually resulted in the removal of these new national tests. However, as of 2016 it has been decided that the same institutions responsible for the national tests are to develop voluntary assessment support material in these subjects, which will be available nationwide in 2017, essentially replacing the tests. The idea for this essay was born out of a need to investigate to what extent the different types of knowledge and abilities of Lgr 11, the Swedish curriculum, correspond to the new national tests, since such research has yet to be done for the sixth grade version of the tests. Out of constraints related to time and size, we chose to limit ourselves to two of the four subjects in social sciences, namely history and religion. Using text analysis as method and Bloom’s revised taxonomy as an analysis model to study the alignment between the national tests and the curriculum, we’ve endeavoured to answer the following questions: To what extent are the different types of knowledge and abilities tested in the national tests in history and religion for grade six? How well do the national tests in history and religion for grade six and the knowledge requirements of Lgr 11 correspond in regard to which types of knowledge and abilities are tested and the extent of these? The results showed that the national tests and the knowledge requirements of the Swedish curriculum by and large share a high level of alignment. However, the amount of test questions corresponding to each knowledge requirement varies greatly, creating a possible gap for teachers to fill should they use the forthcoming assessment support material in their work.
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Jansson, Tobias. "Vad kommer på provet? : Gymnasielärares provpraxis i samhällskunskap." Licentiate thesis, Karlstads universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6716.
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The aim of this study is to investigate the assessment practices of civics teachers in upper secondary school. The main purpose is to analyze, using Bloom’s revised taxonomy, which kind of knowledge civics teachers test in their written test examinations. The analyses show that they mainly test factual and conceptual knowledge. Procedural knowledge is tested in other ways, mostly by means of essays. Metacognitive knowledge is not found in this study. In contrast to earlier findings the teachers in this study test a variation of cognitive processes. Between 50 and 90 percent of test questions relate to the category remember, but there are also questions testing the categories to understand, analyze and evaluate, only a few test apply and create. There is a good alignment in teachers’ knowledge of the grading criterions and the curriculum. There are however discrepancies between this knowledge and their testing practices, which causes some problems concerning the validity of their tests. As the tests mainly are used for summative purposes, teachers varying practices lead to problems with grade equality. Frame factors may explain differences in practices. Mainly administrative factors such as working hours and schedule are significant, since teachers need time to prepare and to mark the tests and pupils need time to write them. Pupils also wish to have written tests and teachers adapt to this. Still, the significance of these factors is decided by teachers’ freedom of action. Most teachers know how to and want to make valid tests, but they need the time, both to prepare and to mark them, and the possibilities to extend lessons when more writing time is needed.
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Lee, Yoon Suk. "An Approach to Identify Effective Learning Outcomes for a Training Program." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/36462.
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Low back disorders (LBDs) are one of the most commonly occurring injuries in industry. To attempt to reduce these work-related injuries, billions of dollars are being budgeted for formal training in the U.S. However, the outcomes of this training are below a satisfactory level. The majority of organizations utilize the Four-level Evaluation Model to evaluate their training program. However, previous studies have pointed out some limitations regarding this evaluation model. Moreover, most organizations collect only trainee reaction, the first level of the Four-level Evaluation Model, to determine the effectiveness of their training program. Many studies reveal that trainee reaction is an invalid indicator to determine the effectiveness of a training program, and further suggest multi-dimensional categorization within each level of the Four-level Evaluation.
Therefore, in this study, the Revised Bloomâ s Taxonomy was employed to enable multidimensional categorization of learning outcomes in a lifting and lowering training program. The learning outcomes of interest in such a training program relate to procedural knowledge and the cognitive process involved are categorized as remembering, understanding, applying, and evaluating the contents of the training program. Two research questions were asked. What types
of learning outcomes are most predictive of training performance? How do the learning outcomes predict training performance compared to affective and utility type reactions?
The ability of different types of learning outcomes to predict training performance was tested by multiple regression analyses. The results revealed that apply-procedural learning outcomes and the interaction variable of understand-procedural and apply-procedural learning outcomes were the most predictive of training performance. Further, these learning outcomes were more predictive of training performance than the trainee reactions (affective and utility type reactions) to explain training performance. The results of this study yielded a set of recommendations that may be useful in designing and evaluating lifting and lowering training programs. Moreover, this study examined the Revised Bloomâ s Taxonomy as a novel method of considering the multidimensional nature of learning and provided a potential application of the Revised Bloomâ s Taxonomy in the training discipline.<br>Master of Science
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Jansson, Tobias. "Provkunskaper : Vilka kunskaper testas i geografiprov?" Thesis, Linköpings universitet, Avdelning för geografi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68251.
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Denna uppsats handlar om vilka olika kunskapsformer som testas i skriftliga prov i geografi på gymnasiet och om hur detta förhåller sig till betygskriterierna. För att besvara detta har tio geografilärares prov analyserats med hjälp av Blooms reviderade taxonomi. Tidigare forskning visar att prov i SO-ämnen nästan enbart testar minneskunskaper. Denna studie bekräftar delvis detta då de analyserade proven domineras av frågor som testar att minnas. Samtidigt finns det en variation i vilka kunskapsformer som testas. Även om lärarna främst testar att minnas fakta- och begreppskunskap, testar också andra kunskapsformer, om än i varierande grad. Det handlar främst om uppgifter som testar att förstå fakta- och begreppskunskap, men även att tillämpa, analysera och värdera begreppskunskap testas, liksom att tillämpa procedurkunskap. Det finns en viss överensstämmelse mellan lärarnas prov och betygskriterierna, men en tydlig skillnad är att lärarna i studien i högre utsträckning testar att minnas än vad som uttrycks i betygskriterierna. Detta gäller särskilt för de högre betygen. Det är inte heller alla lärare som testar de högre kognitiva processerna, som att tillämpa, analysera och värdera, vilka uttrycks för de högre betygen. Detta innebär en variation mellan lärarna i vad deras prov testar och också att validiteten i proven varierar. En del lärares prov testar ganska väl kunskaper motsvarande betygskriterierna medan andras gör det i mindre grad. Eftersom prov används som underlag för betygsättningen innebär det också att eleverna bedöms på olika grunder. Det kan finnas olika förklaringar till betoningen på minnesfrågor i proven. Tidigare forskning pekar på svårigheter att tolka kriterierna eller på traditionen. En annan förklaring är bristen på tid, lärarna behöver tid för att utforma prov med mer komplexa frågor och för att rätta dem.
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Mekhelif, Bassel. "Vad är det som prövas? : En kartläggning av samstämmighet mellan Lgr 11:s kunskapskrav för ämnet biologi och de nationella proven i biologi för årskurs 6." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32910.
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During the spring term of 2013, national exams were conducted for the first time in the Swedish schools for 6th graders. The exams involving the science subjects were however not used as a basis for the student’s grades, but were instead used as trial exams. It did however not take long for criticism to befall upon the notion of national exams. In 2014, The teacher association and Sweden’s student council proposed for the tests to be voluntary for the grades 6 to 9. They felt that the tests were too many and that they had a negative effect on both students and teachers alike. The government decided two years later, 2016, that the national exams should be voluntary. The goal of this essay is to further raise the understanding of the 6th grade biology exam. This examination will present to what extent the biology exam tests the knowledge and skill of the students by comparing the exam against the requirements listed in Lgr 11. In order to accomplish this, text analysis will be used as the method, and Blooms revised taxonomy will be used as the analytical model. With this as a base, two questions have been raised. To what extent is the knowledge and skills tested in the national exams for the 6th grade? How well does the national exam corresponds to the requirements stated in Lgr 11 regarding the knowledge and skills that should be tested in the exams, as well as the extent of these. The conclusion shows a high consistency between the requirements stated in Lgr 11 and the national biology exams. However, not all knowledge and skills were being tested equally. The number of questions for each different subject varied. The conclusion also gives biology 6th grade teachers the possibility to make up for the lack of questions in the areas that are currently lacking.
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Näsström, Gunilla. "Measurement of alignment between standards and assessment." Doctoral thesis, Umeå universitet, Beteendevetenskapliga mätningar, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1865.
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Many educational systems of today are standards-based and aim at for alignment, i.e. consistency, among the components of the educational system: standards, teaching and assessment. To conclude whether the alignment is sufficiently high, analyses with a useful model are needed. This thesis investigates the usefulness of models for analyzing alignment between standards and assessments, with emphasis on one method: Bloom’s revised taxonomy. The thesis comprises an introduction and five articles that empirically investigate the usefulness of methods for alignment analyses. In the first article, the usefulness of different models for analyzing alignment between standards and assessment is theoretically and empirically compared based on a number of criteria. The results show that Bloom’s revised taxonomy is the most useful model. The second article investigates the usefulness of Bloom’s revised taxonomy for interpretation of standards in mathematics with two differently composed panels of judges. One panel consisted of teachers and the other panel of assessment experts. The results show that Bloom’s revised taxonomy is useful for interpretation of standards, but that many standards are multi-categorized (placed in more than one category). The results also show higher levels of intra- and inter-judge consistency for assessment experts than for teachers. The third article further investigates the usefulness of Bloom’s revised taxonomy for analyses of alignment between standards and assessment. The results show that Bloom’s revised taxonomy is useful for analyses of both standards and assessments. The fourth article studies whether vague and general standards can explain the large proportion of multi-categorized standards in mathematics. The strategy was to divide a set of standards into smaller substandards and then compare the usefulness and inter-judge consistency for categorization with Bloom’s revised taxonomy for undivided and divided standards. The results show that vague and general standards do not explain the large proportion of multi-categorized standards. Another explanation is related to the nature of mathematics that often intertwines conceptual and procedural knowledge. This was also studied in the article and the results indicate that this is a probable explanation. The fifth article focuses on another aspect of alignment between standards and assessment, namely the alignment between performance standards and cut-scores for a specific assessment. The validity of two standard-setting methods, the Angoff method and the borderline-group method, was investigated. The results show that both methods derived reasonable and trustworthy cut-scores, but also that there are potential problems with these methods. In the introductory part of the thesis, the empirical studies are summarized, contextualized and discussed. The discussion relates alignment to validity issues for assessments and relates the obtained empirical results to theoretical assumptions and applied implications. One conclusion of the thesis is that Bloom’s revised taxonomy is useful for analyses of alignment between standards and assessments. Another conclusion is that the two standard setting methods derive reasonable and trustworthy results. It is preferable if an alignment model can be used both for alignment analyses and in ongoing practice for increasing alignment. Bloom’s revised taxonomy has the potential for being such an alignment model. This thesis has found this taxonomy useful for alignment analyses, but its’ usefulness for increasing alignment in ongoing practice has to be investigated.
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Woods, Charles. "Discourse Indicative of Computational Thinking within a Virtual Community." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703290/.
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This study explores the phenomenon of computational thinking indicated by the use of Bloom's taxonomy's cognitive domain verbs in the Scratch community, the online, collaborative environment for the Scratch Visual Programming Language (VPL). A corpus of 660,984 words from three Scratch community sub-forums provide the data for this study. By semantically aligning cognitive domain verbs of Bloom's revised taxonomy to computational thinking (CT) dimensions, the occurrences of the verbs in Scratch community sub-forums are used to indicate instances of computational thinking. The methodology utilizes qualitative coding and analysis with R® and RStudio®. The findings show language attributes such as expressions of imagination, sharing of creative details, collaborative development ideas, teaching, modeling, innovating, solutions focused, and technical support to be indicative of computational thinking and CT dimensions. The computational thinking dimension referred to as computational perspectives occurs most frequently within Scratch community participant discourse. The environmental factors found to contribute to computational thinking and the CT dimensions are supporting tools, personalized learning, supportive organizational culture, social learning, and organizational support. Common among the three computational dimensions is the contributing environmental factor described as supportive organizational culture, with the computational perspectives dimension prevailing among the corpora. The characteristics of computational perspectives and supportive organizational culture suggest a desire for human connection in the attainment of technological skills and knowledge.
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Passi, Emilio C. "Bloom's taxonomy agent /." View online record:, 2000. http://srproj.lib.calpoly.edu/projects/csc/Passi%5FEmilio/.
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Magwele, Peter. "Teaching higher order thinking skills in the English first additional language learning classroom : a case of five intermediate classrooms in Mankweng Circuit." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/2893.
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Thesis (M. A. (English Studies)) --University of Limpopo, 2019<br>There is a universal consensus among educationalists and cognitive development theorists that integration of higher order thinking (HOT) in language teaching has farreaching positive implications in learners‘ future. Their extensive body of research clearly indicates the interrelationship between language and thinking. It shows that to develop well-rounded learners who can later deal capably with varying demands of the 21st century, teaching them linguistic and cognitive skills concurrently is a prerequisite. However, there is still a dearth of language teaching classroom-based data to be collected to ascertain which language pedagogic practices promote thinking or not. Hence, a qualitative exploratory case study was conducted to address this gap. The study was undertaken in five intermediate English FAL classes in Mankweng circuit. The aim was to establish whether HOT is encouraged in the intermediate English FAL classes. The study used two data analysis techniques: firstly, Tesch‘s inductive coding technique was used to analyse semi-structured interview results sourced from five English FAL teachers. They were sampled for the study to assess their conceptualisation of HOT and its application in their language classes. Contrastingly, Anderson and Krathwohl‘s (2001) framework was used to analyse one Grade 4 English workbook. To determine if its exercises‘ instructional verbs were promoting HOT or not; to check if the questions in its exercises were equally distributed over all the six levels of Bloom's revised Taxonomy of the cognitive domain; and to evaluate if there was an incremental introduction of HOTs in its exercises through the year. The results revealed the following: the five teachers could not conceptualise HOT and showed poor knowledge of how to teach it in their classes. The instructional verbs did not comprehensively encourage HOT; those which did were only pitched at the third level of thinking i.e. apply; most of the questions were in favour of low order thinking and there was little incremental introduction of the three top levels of Bloom‘s revised taxonomy in Grade 4 English FAL workbook specifically analyse, evaluate and create/design.
Key words: High order thinking skills, cognitive domain, high order thinking and Bloom‘s revised taxonomy.
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Matloob, Haghanikar Mojgan. "Exploring students’ patterns of reasoning." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13646.
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Doctor of Philosophy<br>Department of Physics<br>Dean Zollman<br>As part of a collaborative study of the science preparation of elementary school teachers, we investigated the quality of students’ reasoning and explored the relationship between sophistication of reasoning and the degree to which the courses were considered inquiry oriented.
To probe students’ reasoning, we developed open-ended written content questions with the distinguishing feature of applying recently learned concepts in a new context. We devised a protocol for developing written content questions that provided a common structure for probing and classifying students’ sophistication level of reasoning. In designing our protocol, we considered several distinct criteria, and classified students’ responses based on their performance for each criterion.
First, we classified concepts into three types: Descriptive, Hypothetical, and Theoretical and categorized the abstraction levels of the responses in terms of the types of concepts and the inter-relationship between the concepts. Second, we devised a rubric based on Bloom’s revised taxonomy with seven traits (both knowledge types and cognitive processes) and a defined set of criteria to evaluate each trait.
Along with analyzing students’ reasoning, we visited universities and observed the courses in which the students were enrolled. We used the Reformed Teaching Observation Protocol (RTOP) to rank the courses with respect to characteristics that are valued for the inquiry courses. We conducted logistic regression for a sample of 18 courses with about 900 students and reported the results for performing logistic regression to estimate the relationship between traits of reasoning and RTOP score.
In addition, we analyzed conceptual structure of students’ responses, based on conceptual classification schemes, and clustered students’ responses into six categories. We derived regression model, to estimate the relationship between the sophistication of the categories of conceptual structure and RTOP scores. However, the outcome variable with six categories required a more complicated regression model, known as multinomial logistic regression, generalized from binary logistic regression.
With the large amount of collected data, we found that the likelihood of the higher cognitive processes were in favor of classes with higher measures on inquiry. However, the usage of more abstract concepts with higher order conceptual structures was less prevalent in higher RTOP courses.
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Ek, Kajsa, and Emma Hildorsson. "Ett läromedel – flera möjligheter? : En analys av ett läromedel i svenska på lågstadiet utifrån Blooms reviderade taxonomi." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96146.
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Föreliggande studie analyserar muntliga aktiviteter i elevböckerna och lärarhandledningarna tillhörande läromedlet ABC-klubben. Läromedlet analyseras utifrån ett kognitivt perspektiv med hjälp av Blooms reviderade taxonomi, vilket även utgör studiens teoretiska referensram. Taxonomin synliggör vilka kognitiva processer och kunskapsdimensioner aktiviteterna erbjuder eleverna att nå. Resultatet av analysen jämförs med lärarnas uppfattning om de muntliga aktiviteterna som läromedlet erbjuder. Det granskade läromedlet valdes ut efter att verksamma lärare på lågstadiet besvarat en enkät om vilket läromedel de använder i svenskundervisningen. Enkäten innehöll också frågor där lärarna bland annat svarade på i vilken utsträckning de anser att läromedlet bidrar till elevernas utveckling av de muntliga förmågorna. Resultatet av läromedelsanalysen visar att antalet muntliga aktiviteter är begränsade. Det visar också att aktiviteterna inte erbjuder eleverna att utveckla den högsta nivån av kunskapsdimensioner och i endast en liten utsträckning den högsta nivån av kognitiva processer. Lärarna upplever dock att läromedlet bidrar till att eleverna utvecklar förmågorna att tala, lyssna och samtala. Studiens slutsats är att eleverna borde få fler möjligheter att nå högre kognitiva processer och kunskapsdimensioner gällande muntlighet. Det kräver att muntliga aktiviteter får större plats i läromedlet.
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Burlaka, I. "Bloom's taxonomy in task-setting for future designers." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16673.
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Virelli, Jennifer L. "The effects of critical literacy according to Bloom's taxonomy cognition /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.
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Love, Beverly Joyce. "The Inclusion of Bloom's Taxonomy in State Learning Standards: A Content Analysis." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791777751&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.<br>"Department of Curriculum and Instruction." Keywords: Bloom's taxonomy, English language arts, Higher order thinking skills, Learning standards, Taxonomic levels, Taxonomies, Bloom, Benjamin S. Includes bibliographical references (p. 129-151). Also available online.
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Cicek, Sabine, and Malin Åkesson. "Krävs det mer än kunskap för att bli revisor? : en undersökning av hur väl revisorsprovet mäter tentandernas kunskap och förståelse." Thesis, Uppsala University, Department of Business Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-89138.
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<p>Revisorsnämnden har till uppgift att examinera, granska och tillgodose samhället med kompetenta revisorer. Det ställs höga krav på dem som vill bli revisorer inte minst vad gäller det professionella omdömet. Det finns två olika prov för att examinera revisorer. Provet för revisorsexamen vilket leder till titeln godkänd revisor och provet för högre revisorsexamen som leder till titeln auktoriserad revisor. När Revisorsnämnden skapar proven vill man testa det professionella omdömet. Ett led i detta är att man har satt upp normer för de olika proven vad gäller kunskaps‐ respektive förståelseinriktade frågor. Syftet med denna uppsats är att undersöka frågorna i revisorsprovet med utgångspunkt ur Blooms Taxonomi. Genom en jämförelse med revisorsnämnden normer vill vi vidare belysa i vilken grad Revisorsnämnden testar det man har för avsikt att testa genom examinationen. Vi har genom denna uppsats kommit fram till att proven i högre utsträckning än vad normerna antyder består av förståelseinriktade frågor.</p>
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Wilhelmsson, Birgitta. "Teachers' intention for outdoor education : conceptualizing learning in different domains." Licentiate thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-56495.
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In Sweden there is a growing interest among teachers to locate teaching outdoors. This is linked to beliefs about the potential for outdoor environments to reinforce learning, since the encounter with nature becomes more holistic. Outdoors, all the senses are involved in knowledge-building and activity experiences. According to previous research, outdoor learning can lead to reinforcement between learning domains and provide a bridge to higher order learning. This thesis, comprising two papers, will focus on teachers’ intentions and educational objectives with outdoor learning, and how these educational objectives are implemented in outdoor activities. The alignment between teachers’ predefined objectives and the types of knowledge and cognitive processes reflected in the outdoor activities are also investigated. Semi-structured interviews, including descriptions of successful activities and reflections on metaphors and observations, were used to collect data. The interview transcripts were analysed using Halldén’s theory of intentional analysis to identify teachers’ intentions when locating learning outdoors. Teachers’ objectives in the cognitive domain were further analysed by Bloom’s revised taxonomy. The teachers have a range of reasons for outdoor learning, including pursuing theoretical knowledge through experience-based learning, exploring real objects using multiple senses, stimulating positive feelings towards nature, and promoting collaboration. The main intention of arranging outdoor learning is to create an alternative learning arena as an important complement to classroom learning, contributing values to students’ learning process. The teachers use a diverse set of outdoor activities. The findings included a typology of four teacher types: one values affective and social objectives and promotes activities to understand factual knowledge, another type stresses activities intended to gain procedural knowledge and emphasizes application of practical tasks. The other two teacher types primarily focus on cognitive objectives, partly to reinforce conceptual knowledge, and partly to deepen understanding or improve strategies to enhance meta-cognitive knowledge. The degree of alignment between intended objectives and performed activity is higher among teachers promoting affective and social goals alongside meta-cognitive and analytical understanding, than teachers who use outdoor activities mainly to reinforce conceptual knowledge. The thesis shows that there is a range of possible learning goals in outdoor education and that teachers are guided by what they value and how they perceive learning.<br>I Sverige finns ett växande intresse bland lärare att förlägga undervisning utomhus. Detta är kopplat till föreställningar om utomhusmiljöns potential för att stärka lärandet, eftersom mötet med naturen blir mer holistisk. Utomhus är alla sinnen involverade i kunskapsuppbyggnad och erfarenheter genom aktivitet. Enligt tidigare forskning kan lärande utomhus leda till förstärkning mellan lärandedomäner och ge en överbryggning till mer komplext lärande. Denna avhandling, bestående av två delstudier, fokuserar lärarnas avsikter och pedagogiska mål med lärande utomhus och hur dessa pedagogiska mål genomförs i utomhusaktiviteter. Vidare undersökts överensstämmelse mellan lärarnas fördefinierade mål och de typer av kunskap och kognitiva processer som avspeglas i utomhusaktiviteterna. Semi strukturerade intervjuer, vilka inkluderade beskrivningar av framgångsrika aktiviteter och reflektioner kring metaforer samt observationer har användes för att samla in data. Intervju transkripter har analyserats med hjälp av Halldéns teori om intentionell analys för att identifiera lärarnas intentioner med att förlägga lärande utomhus. Lärarnas mål i den kognitiva domänen har analyserats vidare med Blooms reviderade taxonomi. Lärarna har en rad anledningar till lärande utomhus, vilka inkluderar att utöva teoretiska kunskaper genom upplevelsebaserat lärande, att utforska verkliga objekt med hjälp av flera sinnen, att stimulera positiva känslor för naturen, och främja samarbete. Det huvudsakliga syftet med att arrangera utomhuslärande är att skapa en alternativ lärandearena som ett viktigt komplement till klassrumsundervisningen, vilket bidrar till värden i elevernas inlärningsprocess. Lärarna använder en mängd olika utomhusaktiviteter. Resultaten innehåller också en typologi av fyra lärartyper: en som värden affektiva och sociala mål och främjar aktiviteter för att förstå faktakunskap, en annan typ betonar aktiviteter som syftar till att få formella kunskaper och understryker tillämpning av praktiska uppgifter. De andra två lärartyperna fokuserar främst kognitiva mål, dels för att stärka konceptuella kunskaper, dels för att fördjupa förståelsen eller förbättra strategier för att förbättra meta-kognitiv kunskap. Graden av överensstämmelse mellan avsiktliga mål och utförda mål genom aktivitet är högre bland de lärare som främjar affektiva och sociala mål liksom meta-kognitiv och analytisk förståelse, än de lärare som använder utomhusaktiviteter främst för att förstärka konceptuella kunskaper. Avhandlingen visar att det finns en rad möjliga lärandemål i utomhusundervisning samt att lärarna styrs av vad de värderar och hur de uppfattar lärande.
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Currim, Sabah. "Towards Improving Conceptual Modeling: An Examination of Common Errors and Their Underlying Reasons." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195586.
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Databases are a critical part of Information Technology. Following a rigorous methodology in the database lifecycle ensures the development of an effective and efficient database. Conceptual data modeling is a critical stage in the database lifecycle. However, modeling is hard and error prone. An error could be caused by multiple reasons. Finding the reasons behind errors helps explain why the error was made and thus facilitates corrective action to prevent recurrence of that type of error in the future. We examine what errors are made during conceptual data modeling and why. In particular, this research looks at expertise-related reasons behind errors. We use a theoretical approach, grounded in work from educational psychology, followed up by a survey study to validate the model. Our research approach includes the following steps: (1) measure expertise level, (2) classify kinds of errors made, (3) evaluate significance of errors, (4) predict types of errors that will be made based on expertise level, and (5) evaluate significance of each expertise level. Hypotheses testing revealed what aspects of expertise influence different types of errors. Once we better understand why expertise related errors are made, future research can design tailored training to eliminate the errors.
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Anderson, Tonya L. "Design of computer-aided instruction for basic statistics." Ohio : Ohio University, 1990. http://www.ohiolink.edu/etd/view.cgi?ohiou1183477603.
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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.
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Webb, Keith R. "A new approach to illustration curriculum design : using Bloom's taxonomy as the framework for cognitive and psychomotor illustration studio objectives /." Read thesis online, 2007. http://library.uco.edu/UCOthesis/WebbKR2007.pdf.
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AMORIM, Gabriela da Fonseca de. "Modelo de avaliação do aprendizado de Seis Sigma usando a Taxonomia de Bloom revisada." reponame:Repositório Institucional da UNIFEI, 2014. http://repositorio.unifei.edu.br:8080/xmlui/handle/123456789/745.
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Previous issue date: 2014-02<br>O Seis Sigma é uma estratégia que auxilia na implementação de ações de melhoria em processos e tem sido adotada por milhares de empresas globalmente competitivas. Existem diferentes roteiros para implantá-la e usou-se o DMAIC (Define, Measure, Analyse, Improve e Control) neste trabalho. Para garantir o sucesso na implantação é preciso investir em treinamentos sobre a metodologia Seis Sigma (DMAIC), dentre eles destacam-se os treinamentos para a formação de Green Belts e Black Belts pois são os profissionais ligados diretamente aos projetos de melhoria. Apesar da abundância de cursos oferecidos para certificação desses profissionais, verifica-se a necessidade de um padrão de avaliação que garanta a qualidade do ensino e assegure que o profissional treinado esteja de fato apto a exercer sua função. Este trabalho visa suprir essa necessidade a partir da condução de uma pesquisa-ação para o desenvolvimento de um modelo de avaliação do aprendizado de Green Belts e Black Belts em formação que sirva de feedback para que o professor compreenda as necessidades dos alunos e de garantia da qualidade do ensino. Mas, como fazê-lo? O domínio cognitivo da Taxonomia de Bloom foi originalmente abordado em 1956, mas foi revisado e atualizado nos anos 90 por alguns alunos de Bloom. Esta versão mais atual foi usada para basear o modelo de avaliação proposto. O objetivo do trabalho é, portanto, propor um modelo baseado na Taxonomia de Bloom revisada para direcionar o treinamento e padronizar a avaliação de Green Belts e Black Belts em cada fase do roteiro DMAIC garantindo a qualidade do ensino de Seis Sigma. Para isso, foi criado um banco de questões para a elaboração de um grande número de provas distintas em cada fase do roteiro DMAIC. O modelo desenvolvido está disponível para analisar treinamentos e implicações da pesquisa-ação são discutidas ao final do trabalho.
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Svedberg, Anna. "From face to face to e-learning." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-108338.
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The aim of this project is to evaluate whether the e-learning material, that has been converted from face-to-face course material to e-learning materialon the basis of the revised version of Bloom's taxonomy and learning strategies, is pedagogical in the sense that the students realize the categories of the three domains of learning in Bloom's taxonomy. To achieve the aim of this project a face-to-face course will be converted to an e-learning course; that will then be evaluated. The results show thatthe e-learning material is pedagogical in the sense that the students realize the categories of the three domains of learning in Bloom's taxonomy, and the discussion indicates that the material is pedagogical to a certain extent. That is, some categories and aspect of the three domains of learning appear to have been realized, for example remembering, understanding, practicing, and adapting. The report includes a discussion on positive and negative aspects concerning attention, motivation, imitating, etc.
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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.
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Ridenour, Ty Andrew. "Utility analyses of the Psychopathy checklist, revised, and Moffit's Taxonomy for a rehabilitation program for juvenile delinquents." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027111.
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The prediction of adolescents' antisocial behavior was central to this investigation. Specifically, use of the Psychopathy Checklist, Revised (PCL) as a predictor of the treatment outcome of a residential unit for juvenile delinquents was evaluated. Toward this goal, three foci guided hypothesis generation and testing. Multiple hypotheses were tested to consider (a) the predictive validity of the PCL, (b) the match between the PCL and Moffitt's (1993b) taxonomy of antisocial behavior and (c) the utility of the PCL as a selection instrument for assignment of juvenile delinquents to behavioral residential unit treatment. Subjects consisted of 80 adolescent, racially-mixed males (28 unit residents, 52 high school students).Predictive validity was evidenced for criteria consisting of future incarceration and future violent and nonviolent criminal offenses committed over the year following PCL administration. Prediction of future incarceration produced results similar to those found with adult prisoners (80% of psychopaths and 21% of nonpsychopaths were incarcerated). Moreover, PCL scores accounted for 26% of the variability in violent offenses and 40% of the variability of nonviolent offenses committed by subjects during the follow-up year.The match between Moffitt's taxonomy of antisocial behavior and the PCL was evidenced by data gathered on those subjects who were known to have engaged in antisocial behavior (N=71). The constructs that Moffitt (1993b) argued would mediate antisocial behavior and are measured with PCL items (such as neuropsychological executive functioning) significantly improved the prediction of future antisocial behavior over that accounted for by Moffitt's taxonomy. In fact, PCL items accounted for more unique variability in future offenses committed than did Moffitt's taxonomy.Utility analyses indicated that the PCL could be used to improve the prevention of success-improbable delinquents from being assigned residential treatment. Dollar value utility analysis indicated that over $5800 per resident could be reallocated to other interventions by assigning success-improbable delinquents to other treatments. Doing so was projected to result in over $175,000 less to be spent on treating unsuccessful residents. It was also argued that utility analysis figures could be to argue for development of alternative programs for delinquents who would probably be unsuccessful in the residential unit program. Residents who presented with internalized psychiatric disorders were not identified using the proposed cutoff score. Therefore, it was recommended that a second test be used to detect delinquents in need of in-patient psychiatric care.<br>Department of Educational Psychology
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Suková, Lenka. "Sociální sítě ve vzdělávání." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-85179.
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Diploma thesis deals with social networking sites and their use in education. Thesis is divided into two general parts. The first part deals with theory of learning; Bloom's taxonomy of educational objectives and new educational theory based on learning in networks -- Connectivism. After that thesis focuses on the definition of social networking sites, introduction of some of the best known social networking sites and examples of their use in foreign and domestic educational practice. The second part of the thesis is concerned with a practical use of chosen social networking site Wall.fm in classes of Web 2.0 and Social Networking Services course at the University of Economics, Prague. One of the parts is devoted to the survey among students of the course regarding the feedback on the use of social networking site in classes. The author then offers recommendations and suggestions for the use of the social networking site in Web 2.0 and Social Networking Services course in the upcoming semesters.
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Anthony, Brooke Allen Murray Bruce A. "Making students' writing bloom the effect of scaffolding oral inquiry using Bloom's taxonomy on writing in response to reading and reading comprehension of fifth graders /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/SPRING/Curriculum_and_Teaching/Dissertation/Brooks_Anthony_dissertation.pdf.
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Collins, Kevin Scott. "EVALUATING DIFFERENCES IN TEST ACHIEVEMENT OF MEDICAL DOSIMETRY STUDENTS PARTICIPATING IN INSTRUCTION WITH SYNCHRONOUS VERSUS ASYNCHRONOUS VIDEO CONSIDERING PERSONAL LEARNING STYLE AND BLOOM'S TAXONOMY LEVEL." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/371.
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The purpose of this study was to determine the dominant learning style of dosimetry students. The study also investigated to see if there was a significant difference in test performance based on synchronous/asynchronous participation, specific learning style, and the Bloom's taxonomy level of the test questions. To conduct the study, 25 medical dosimetry students enrolled at an accredited university were studied. Fifteen students participated in the course through a synchronous format using live video conferencing. Ten students used streaming video for their instruction in an asynchronous format. To determine the students' learning styles, Kolb's Learning Style Inventory was used. Findings from the study indicated the most common learning styles of dosimetry students were converging and assimilating. The study also found no significant differences in test performance by students based on synchronous or asynchronous class participation, individual learning style, or the item's Bloom's taxonomy level. Even though no significant differences were found, this study offers insight to potential students and dosimetry educators about taking or offering distance education courses.
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Silva, Naira Vincenzi da. "Estudos para uma métrica da aprendizagem do curso Domus Procel Edifica: integrando mapas conceituais e taxonomia revisada para um sistema inteligente de avaliação na web." Universidade Federal de Uberlândia, 2013. https://repositorio.ufu.br/handle/123456789/13920.
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This study is a qualitative research project classified as practical and participatory action
research designs, which has as its aim the creation of an instructional design, used as a
learning metric for Domus Software - Procel Edification, which integrates concept maps and
the revised Bloom taxonomy into an intelligent web assessment system. This metric aligns
curriculum concept maps along with conceptual and procedural knowledge of the Domus
software - Procel edifies the retaining cognitive processes, provides understanding and
application, through offering a model of instructional design, which assigns weights to those
cognitive processes attained by students and identifies principles to be used in its
applicability for the evaluation of distance learning. The authors also present the results for
alignment, inferring weights as well as an outline of the logical sequence along with steps for
the implementation of the intelligent system through the association of some exemplification
slides.<br>O presente trabalho é uma pesquisa qualitativa e classificada como practical and
participatory action research designs (desenho de pesquisa de prática e ação participativa),
que tem como intuito criar um desenho instrucional para uma métrica da aprendizagem do
Software Domus Procel Edifica, integrando mapas conceituais à taxonomia revisada de
Bloom em um sistema inteligente de avaliação na Web. Essa métrica alinha mapas conceituais
curriculares, conhecimentos procedimentais e conceituais do software Domus − Procel
Edifica aos processos cognitivos de retenção, entendimento e aplicação, oferecendo um
modelo de desenho instrucional, que atribui pesos aos processos cognitivos alcançados pelos
estudantes e identifica alguns princípios para sua aplicabilidade na avaliação da aprendizagem
a distância. Apresenta-se ainda, resultados de alinhamento, inferência de pesos e um esboço
da sequência lógica e etapas de execução do sistema inteligente, associando-se algumas telas
de exemplificação.<br>Mestre em Educação
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Verenna, Anne-Marie Alexandria. "INVESTIGATIONS OF ANATOMICAL VARIATIONS OF THE THORAX AND HEART AND ANATOMICAL KNOWLEDGE FOR FIRST YEAR MEDICAL DENTAL AND PODIATRY STUDENTS." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/221870.
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Cell Biology<br>Ph.D.<br>The universal presence of anatomy in healthcare professions is undeniable. It is a cornerstone to each of the clinical and basic sciences. Therefore, further expansion of current anatomical knowledge and effective methods to teach anatomy is essential. In this work, the relationship of the dorsal scapular artery with the trunks of the brachial plexus is explored with the hope that information on anatomical variation will assist neurosurgeons in sparing these structures during clinical procedures. Additionally, structures involved in biventricular pacing procedures, such as the coronary sinus and Thebesian valve, are explored for their variations in both presence and presentation. Simulations of cannulations with both 7F and 8F guiding catheters were used to collect data regarding the length of travel of a catheter within the coronary sinus. This study aimed to expand current knowledge of the coronary structures that are of importance to electrophysiologists. Furthering knowledge of how best to teach anatomy to healthcare professionals was also an aim of this work. The first education study explored whether the method of instruction affected student success in a basic science course. This study also investigated the degree of knowledge mastery that healthcare professional students had achieved in gross anatomy, microanatomy and physiology during their first year physiology course. The students were assessed at the knowledge, comprehension, application and analysis levels of Bloom's taxonomy in each discipline. A pilot study explored the degree of prior knowledge in human gross anatomy that the same healthcare professional populations (medical, dental and podiatry) possessed before beginning the first year general gross anatomy course in their healthcare curriculum. The ability for these students to evaluate when they had answered a gross anatomy question correctly and when they had answered a question incorrectly (metacognition) was explored. All four studies in this work provide further insight into anatomical education in both the clinical and basic science environments.<br>Temple University--Theses
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MARCHESI, RUBEN. "EARLY CARNIAN AMMONOIDS FROM NEVADA: REVISED TAXONOMY, EVOLUTIONARY TRENDS AND USEFULNESS FOR THE DEFINITION OF THE LATE TRIASSIC TIME SCALE." Doctoral thesis, Università degli Studi di Milano, 2020. http://hdl.handle.net/2434/703249.
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Lo scopo di questa ricerca è lo studio delle faune ad ammonoidi del Carnico Inferiore (Triassico Superiore) del Nevada, che hanno contribuito alla definizione della scala cronostratigrafica Nordamericana durante gli anni ’60. Queste faune, tuttavia, non sono mai state descritte in dettaglio, sia in termini di tassonomia, sia in termini di distribuzione stratigrafica in sezioni campionate strato-per-strato. Questa ricerca è un contributo alla revisione ed al miglioramento della scala cronostratigrafica del Triassico Superiore. Viene proposta una zonazione revisionata della successione sedimentaria appartenete al membro medio della Augusta Mountain Formation di South Canyon (New Pass Range, Nevada), località tipo della Zona a Desatoyense della scala cronostratigrafica Nordamericana. Vengono inoltre descritte nuove faune ad ammonoidi del Carnico Inferiore provenienti da China Mountain (Tobin Range, Nevada). La Zona a Desatoyense, con specie indice Trachyceras desatoyense Johnston, 1941, venne introdotta da Silberling & Tozer (1968) in sostituzione della “Zona a Joannites” di Johnston (1941). La fauna descritta da Johnston (1941) fu raccolta senza tener conto della posizione stratigrafica degli esemplari e, di conseguenza, non fu possibile fornire una tabella di distribuzione per i 24 taxa attribuiti a questa zona. Un intensivo programma di campionamento nella località tipo è stato avviato nel 2002 da Marco Balini e James Jenks, ed è continuato ad intermittenza con altri collaboratori occasionali per un periodo di diversi anni. Il campionamento strato-per-strato da 103 livelli fossiliferi in sei sezioni stratigrafiche ha prodotto circa 3900 esemplari, dei quali 3130 ammonoidi, che consentono la costruzione di tabelle di distribuzione ed il riconoscimento dei bioeventi sui quali si basa questa revisione. Lo studio sistematico ha portato al riconoscimento di 29 taxa, dei quali 10 nuovi. Questi taxa appartengono a 18 generi, due dei quali nuovi: Neoclypites, Sageceras, Perrinoceras, Badiotites, Procladiscites, Arcestes, Joannites, Silenticeras, Frankites, Daxatina, Trachyceras, Genere A, Genere B, Clionitites, Hannaoceras, Sympolycyclus, Lobites e Coroceras. Gli ammonoidi della Sottofamiglia Trachyceratinae sono i più abbondanti, e forniscono tutti gli indici di zona. Nella parte inferiore della successione (sezioni A e B) occorrono Frankites sutherlandi e Daxatina. Nella parte medio-alta della successione (sezione D2, E e parte inferiore di F) Trachyceras co-occorre con Genere A e Genere B (entrambi Trachyceratinae), che sono limitati a due brevi intervalli stratigrafici. Nella parte superiore della sezione F co-occorrono Trachyceras con linee di sutura molto dentellate e Coroceras. Grazie ai nuovi dati è possibile suddividere l’ex Zona a Desatoyense in tre parti, in ordine stratigrafico: la zona di distribuzione a Daxatina sp. A, la zona di intervallo a Trachyceras desatoyense e la zona di distribuzione a Trachyceras sp. B. La zona a Daxatina sp. A è correlata con la Zona a Sutherlandi Canadese e con la Sottozona a Canadensis della Tetide. Le zone a T. desatoyense e T. sp. B sono correlate con la Zona a Desatoyense Canadese e con la Sottozona ad Aon della Tetide. La Zona a Desatoyense è segnalata anche a China Mountain (Tobin Range, Nevada). Quest’area fu studiata nei primi anni ’70 da Nichols (1972, PhD dissert.), che raccolse ammonoidi da due siti (loc. #1251 e #1311, Nichols, 1972), ma non riportò dati sul campionamento strato-per-strato, né descrisse la collezione. Nichols & Silberling (1977) citarono la località assegnando le faune alla Zona a Desatoyense. Durante la campagna di terreno del 2018 abbiamo individuato l’intervallo fossilifero nella parte sommitale dello Smelser Pass Member dell’Augusta Mountain Formation, pochi metri sotto la base erosiva della Cane Spring Formation. Sono state misurate sezioni stratigrafiche, e due nuovi siti fossiliferi sono stati campionati sia strato-per-strato, sia in detrito prendendo nota della posizione stratigrafica dei campioni, per un totale di 758 esemplari. Il tentativo di trovare la località #1251 di Nichols (1972) non ha avuto successo a causa dell’assenza di informazioni precise sulla posizione della località. Gli ammonoidi costituiscono più del 95% degli esemplari, mentre il restante 5% è costituito da bivalvi e brachiopodi. Le faune ad ammonoidi sono dominate dal Genere B, rappresentato da due nuove specie non presenti a South Canyon. L’occorrenza del Genere B e molto rari Perrinoceras, Silenticeras, Clionitites e ?Trachyceras suggeriscono una correlazione con la zona a Trachyceras desatoyense riconosciuta a South Canyon.<br>The aim of this research is the study of the Lower Carnian (Upper Triassic) ammonoid faunas from Nevada, which have contributed to the definition of the North American Triassic chronostratigraphic scale in the 1960s. These faunas, however, have never been described in detail, both in terms of taxonomy and in terms of stratigraphic distribution in bed-by-bed sampled sections. This research is a contribution for the revision and improvement of the Late Triassic chronostratigraphic time scale. A revised zonation is proposed for the sedimentary succession within the middle member of the Augusta Mountain Formation at South Canyon (New Pass Range, Nevada), type locality of the Desatoyense Zone of the North American chronostratigraphic scale. New Lower Carnian ammonoid faunas from China Mountain (Tobin Range, Nevada) are also described. Silberling & Tozer (1968) introduced the Desatoyense Zone to replace the “Joannites zone” of Johnston (1941), with Trachyceras desatoyense Johnston, 1941, as the index species. The fauna described by Johnston (1941) was collected without accounting for the stratigraphic position of the specimens, and consequently, a range chart could not be provided for the 24 taxa attributed to this zone. An intensive sampling program in the type locality was begun in 2002 by Marco Balini and James Jenks and continued intermittently with other occasional collaborators over a period of several years. Bed by bed collection efforts from 103 fossiliferous beds in six stratigraphic sections have yielded ~3900 specimens, of which 3130 ammonoids, that allow the construction of range charts and recognition of the bioevents on which this revision is based. The systematic study has led to the recognition of 29 taxa, 10 of which are new. These taxa belong to 18 genera, two of which are new: Neoclypites, Sageceras, Perrinoceras, Badiotites, Procladiscites, Arcestes, Joannites, Silenticeras, Frankites, Daxatina, Trachyceras, Genus A, Genus B, Clionitites, Hannaoceras, Sympolycyclus, Lobites and Coroceras. Ammonoids of the Subfamily Trachyceratinae are the most abundant, and provide all the zonal indexes. Frankites sutherlandi and Daxatina occur in the lower part of the succession (sections A and B). The middle-upper part of the succession (section D2, E and lower part of section F) exhibits a different faunal composition and Trachyceras co-occurs with Genus A and Genus B (both Trachyceratinae), which are confined to two narrow stratigraphic intervals. The upper part of section F is characterized by another major faunal change, the onset of Trachyceras with highly indented suture lines that co-occur with Coroceras. With the new data it is possible to subdivide the former Desatoyense Zone into three parts, which are in stratigraphic order: the Daxatina sp. A range zone, the Trachyceras desatoyense interval zone and the Trachyceras sp. B range zone. The Daxatina sp. A zone is correlated with the Canadian Sutherlandi Zone and with the Tethyan Canadensis Subzone. The T. desatoyense and the T. sp. B zones are correlated with the Canadian Desatoyense Zone and with the Tethyan Aon Subzone. The Desatoyense Zone is reported also from China Mountain (Tobin Range, Nevada). This area was investigated in the early 1970s as part of the PhD work of K.M. Nichols (1972). Nichols collected ammonoids from two sites (localities #1251 and #1311, Nichols, 1972), but did not report bed-by-bed collection data, nor described the collection. Nichols & Silberling (1977), referred to the locality and assigned the ammonoid faunas to the Desatoyense Zone. During the 2018 field campaign we visited the area, and noted the location of the fossiliferous interval in the uppermost part of the Smelser Pass Member of the Augusta Mountain Formation, a few meters below the erosional base of the Cane Spring Formation. Two new fossiliferous sites were located and sampled bed-by-bed from exposed beds, and float specimens were collected from the two sites, taking careful note of their stratigraphic position. Stratigraphic sections were measured and a total of 758 specimens were collected from these two new localities. An attempt was made to find locality #1251 (Nichols, 1972), but was unsuccessful due to the lack of precise locality information. Ammonoids by far make up the majority (+95%) of the specimens, with the remaining 5% consisting of bivalves and brachiopods. The ammonoid faunas are dominated by Genus B, but belonging to two new species that are not present in South Canyon. The occurrence of Genus B and very rare Perrinoceras, Silenticeras, Clionitites and ?Trachyceras suggests a correlation with the Trachyceras desatoyense zone recognized at South Canyon.
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Barclay, Matthew W. "The Impact of Team-Based Learning’s Readiness Assurance Process on Virtually Isolated Adults." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1025.
Full textAbstract:
The purpose of this study was to test the effectiveness of the readiness assurance process of team-based learning (TBL) in virtually isolated settings. Many Internet sites offer courses for adults to use on their own without access to mentors or other learners. However, educational theory suggests that people learn better with others than by themselves. The focus of this investigation was whether the inclusion of the readiness assurance process would increase participants’ levels of learning based on Bloom’s revised taxonomy within the limits of virtual isolation.
In this study an experimental pretest-posttest design was employed. Using a 2- day mini-course about listening in marriage, 117 participants were randomly assigned to three groups. In the TBL group, married couples worked together following the principles of the readiness assurance process. In the independent group, one spouse from a marriage worked alone, also following the principles of the readiness assurance process. In the baseline group, one spouse from a marriage took the pretest and posttest only.
The first posttest, called posttest-L, measured lower levels of learning (remembering and understanding). The second posttest, called posttest-D, measured deeper learning (applying and evaluating). Using ANCOVA with the pretests as the covariates, results showed a statistically significant difference in learning gains between the TBL group and the independent group for lower levels of learning (ES = .39). However, statistical significance was not achieved for deeper learning. Moreover, TBL scores and independent scores were no different from the baseline scores for measures of deeper learning. Along with explanations for these results, limitations of the study are described and suggestions for future research are offered.
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Vidal, Lislie Lopes. "A elaboração de mapas conceituais como uma estratégia de ensino - aprendizagem: uma avaliação." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-18042018-175420/.
Full textAbstract:
O mapa conceitual é uma ferramenta gráfica de representação e organização do conhecimento. Seu objetivo é explicitar relações hierárquicas e significativas entre conceitos na forma de proposições. Este trabalho buscou investigar se o ensino de uma disciplina num curso de nível superior, no qual os alunos fossem solicitados a elaborar mapas conceituais, pode se mostrar capaz de levar estudantes universitários a níveis mais elevados de desempenho cognitivo. Os níveis cognitivos são compreendidos à luz da Taxionomia de Bloom, que visa classificar a ação mental esperada do estudante, a saber: lembrar, entender, aplicar, analisar, avaliar e criar. A pesquisa foi realizada durante um ano letivo em uma instituição de ensino superior, particular, do interior paulista com 48 estudantes do curso de Pedagogia. Os dados foram coletados por meio de avaliações escritas aplicadas ao final do primeiro semestre, quando não houve uso do mapa conceitual. E ao fim do segundo, após treinamento e uso do mapa conceitual. O resultado da análise estatística indica que, apenas na categoria lembrar, a diferença encontrada não foi estatisticamente significante entre as duas avaliações, indicando que a utilização do mapa conceitual como recurso de ensino não levou a um desempenho melhor por parte de quem o utilizou. Em todos os demais níveis as diferenças se mostraram altamente significantes, afirmando uma melhoria de desempenho por parte dos sujeitos quando utilizaram o recurso de elaborar individual e coletivamente o mapa conceitual, possibilitando inferir que o uso do mapa conceitual pode favorecer um melhor desempenho cognitivo em problemas que exijam níveis cognitivos mais complexos<br>The conceptual map is a graphical tool that shows the representation of ones knowledge and the organization of this knowledge. Its purpose is to make explicit hierarchical and meaningful connections among concepts in the form of propositions. This work sought to investigate if the teaching of a subject in a higher education major, in which students were asked to elaborate conceptual maps, is able to lead university students to higher levels of cognitive performance. The cognitive levels are understood in the light of Bloom\'s taxonomy, which aims to classify the expected mental action of the student, namely: to remember, to understand, to apply, to analyze, to evaluate and to create. The research was carried out during a school year in a private higher education institution, in the interior of São Paulo, with the participation of 48 students from the Pedagogy major. The data were collected through written assessments applied at the end of the first semester when there was no use of the conceptual map and also at the end of the second semester after practicing and using the conceptual map. The results of the statistical analysis indicate that the difference found in the remembering category alone was not statistically significant between the two assessments, indicating that the use of the conceptual map as a teaching resource did not lead to a better performance by those who used it. In all other levels, the differences were highly significant, affirming improvement in the performance of the subjects after having used the conceptual mapping feature, individually and collectively, enabling infer that the use of the conceptual map may favor a better cognitive performance in problems that require more complex cognitive levels
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Mathumbu, David. "The knowledge and cognitive process dimensions of technology teachers’ lesson objectives." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/36788.
Full textAbstract:
The knowledge and cognitive process dimensions of Technology teachers’ lesson
objectives
This study employs both quantitative and qualitative enquiry, which seeks to establish the
nature and quality of the lesson objectives intended by Technology teachers. Technology
teachers are frequently faced with the need to use technological knowledge and its
methodological approaches in their development of lesson plans and in their teaching. The
methodological aspect and technological knowledge of these teachers should be reflected in
the framing of lesson plans containing explicit statements of lesson objectives or learning
outcomes. The cognitive levels to which the objectives lead are important because of the
demands placed on learners by the subject of technology. Technology inherently requires
mastery of some scientific knowledge, and procedures of the technological process from
needs establishment to design and fabrication of artefacts. This requires learners to achieve at
the upper levels of Bloom‟s taxonomy. This is the important goal of education.
The purpose of this study was to investigate the knowledge and cognitive process dimensions
of the lesson objectives in lesson plans of Technology teachers. These dimensions of
Technology teachers‟ lesson objectives were mapped using the Taxonomy Table adapted
from the Revised Bloom‟s Taxonomy.
This study used a primarily qualitative research approach, with some quantitative analysis of
data. A survey research design with limited scope was used to obtain lesson plans from
Technology teachers in order to establish the nature and qualities of their lesson objectives.
Lesson plans were collected from 19 teachers in three districts of Mpumalanga. These lesson
plans were analysed, interpreted and discussed with sampled teachers in a focus group.
With regard to the knowledge and cognitive domains of the Technology teachers‟ lesson
objectives, findings from this study suggest that teachers tend to focus more on factual
knowledge and less towards metacognitive knowledge, and operate at low-order level in the
cognitive domain. In other words, technology learners are being taught factual knowledge at
the low-order level of thinking. Technology teachers tend to have lesson objectives that are known only to them. This might imply that teaching in technology occurs without proper
specific objectives.
Measures need to be put in place to intensify support to Technology teachers so that they
realise the importance of the formulation of lesson objectives that cover all the levels in the
knowledge and cognitive domains. Furthermore, Technology teachers should be encouraged
to state their lesson objectives explicitly.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Science, Mathematics and Technology Education<br>unrestricted
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Henrico, Alfred. "'n Onderrigmodel vir die ontwikkeling van onderwysstudente in besigheidstudies se hoërorde kognitiewe vaardighede / Alfred Henrico." Thesis, North-West University, 2013. http://hdl.handle.net/10394/8284.
Full textAbstract:
With the introduction of outcomes-based education (OBE) in South Africa the role of
teachers and learners in the teaching and learning process had to change. Teachers
had to adopt a facilitation role and learners had to focus on active learning and the
mastering of outcomes. With the focus of OBE on outcomes, teachers in the teachinglearning
process are continuously pressurised not only to focus on the teaching of
theoretical subject matter, but also the development of higher-order cognitive skills
(HOCS). Since 2006 the development of learners' HOCS in South African Schools
have been emphasized in the Further Education and Training Phase (grades 10-12)
through the National Curriculum Statements. Teachers in Business Studies (the new
subject that replaced Business Economics as secondary school subject in 2006) have
doubts in their ability to develop learners' HOCS because they doubt their own ability to
demonstrate HOCS. This study indicates that the teacher training of Business Studies
students should focus on the development of their HOCS, because they won't be able
to develop their learners' HOCS if they can't demonstrate it themselves.
The purpose of this study was to develop a teaching model for the development of
education students in Business Studies' HOCS. Lecturers can use the teaching model
during teacher training, to develop education students' knowledge of HOeS in Business
studies, their ability to demonstrate HOCS and their critical and creative thinking skills.
This study was approached from a pragmatic research paradigm. A literature study was
conducted to motivate the rationale for the development of education students' HOCS,
to investigate the meaning of HOCS and to determine the way in which HOCS can be
learned, taught and assessed. The proposed teaching model that was developed, is
based on the literature study. From the literature study a workable definition of HOCS was developed for the aim of
this study. The literature study also showed that HOCS can best be learned and taught
in a social constructivist learning environment, where lecturers enable students to
construct their own knowledge and skills, with a combination of inductive teaching,
cooperative learning and problem/activity based learning.
During the empirical component of this study the teaching model for development of
HOCS was applied to education students in Business Studies. Data was gathered over
a period of four months by means of a mixed methods research design. This research
design acted as a purposeful research framework wherein quantitative and qualitative
methods were used to solve the research problem.
Findings from the results of the empirical study indicated the extent to which the
teaching model led to the development of the education students' HOCS, the
experience of the education students and the way in which the model was executed.
The contribution of this research is viewed as a clarification of the concept HOCS, the
rationale for the development of HOCS and the proposed teaching model.<br>Thesis (PhD (Education))--North-West University, Potchefstroom Campus, 2010
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Bordim, Lilian Lindquist. "O ensino da arte na atualidade mediado pela imagem fotográfica propulsora reflexiva /." Bauru, 2020. http://hdl.handle.net/11449/192677.
Full textAbstract:
Orientador: Regilene A. Sarzi Ribeiro<br>Resumo: Essa pesquisa apresenta um estudo sobre o ensino da arte através da imagem e suas proposições reflexivas referentes à sua produção e repercussão no contexto educacional e cultural. A partir de um estudo sobre a fotografia, como meio provocador crítico-sensível, ressalta-se a importância da compreensão de abordagens metodológicas que são propulsoras de reflexões, no processo ensino-aprendizagem das artes visuais. Também problematiza a questão de como o ensino, mediado pela imagem, pode gerar processos e produtos capazes de provocar a transformação do pensamento sobre a realidade tecnológica em que vivemos. Tem como objetivo evidenciar a relevância de um ensino de arte mediado pela imagem tecnológica tornando consciente os processos de acesso e produção midiática na sociedade contemporânea, promovendo a mediação tecnológica crítica a partir de um aprofundamento do conhecimento sobre as relações de produção artística mediado pela tecnologia. A metodologia desenvolvida foi o levantamento bibliográfico sobre os temas interdisciplinares, além da pesquisa participante e pesquisa-ação. Também foram utilizadas as abordagens metodológicas do Project Zero de Harvard, como o Teaching for Understanding e o Artful Thinking. A análise da coleta de dados foi realizada a partir do desenvolvimento do projeto educacional fotográfico, contendo aulas e práticas reflexivas e fotográficas, além de um questionário final, que resultou em um relato de experiência. Os principais resultados apresentados... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This research is a study about Arts teaching through image and its reflective propositions regarding its production and broadcast inside cultural and educational contexts. Analysis of photography as a provocative and critical sensitive medium highlights the importance of understanding methodological approaches that might trigger reflections in visual arts teaching and learning processes. It also problematizes the issue of how teaching through image might generate processes and products able to provoke transformation of thoughts about the technological reality we live in. It aims to put into evidence the relevance of art teaching process through technological images, bringing to consciousness the processes of access to media and its production in today’s society, promoting critical technological mediation triggered by deepening knowledge about the relations between artistic production and technology. The chosen methodology was bibliographic research about interdisciplinary themes, besides participative research and action research. Harvard’s Project Zero’s methodological approaches have also been used, such as Teaching for Understanding and Artful Thinking. Data analysis was collected from the educational project based on photography development, with lessons and reflective practices and also photography, besides a final survey, which resulted in a case report. The main results achieved show the relevance of art teaching through image and improved by reflective practices about... (Complete abstract click electronic access below)<br>Mestre
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Alhuzali, Fatimah. "Evaluation of integrating knowledge management and e-learning towards improved learning framework : KSA case study : assessment study of linking KM with EL factors aiming to improve the learner performance in the Kingdom of Saudi Arabia, based on the New Bloom's Taxonomy framework." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/14845.
Full textAbstract:
The globalisation of commerce, alongside growing information on the Internet, has increased the demand of E-Learning (EL). Furthermore, knowledge management (KM) is capable of generating significant organisational/institutional competitive advantages. KM and EL systems contribution to the requirements of education has resulted in their increased demand of their integration across business/academic world. Bloom’s Taxonomy of Educational Objectives is one of the most widely used framework of organising levels of expertise. Bloom’s different cognitive domains are based on a hierarchy of learning which progresses from simple to complex and from concrete to abstract. This study considers ways to improve higher education in Saudi Arabia, based on the significant factors (of KM/EL systems) contributing to learner performance and the way in which New Bloom’s Taxonomy could potentially affect/benefit these individual systems; previous academic works will be considered, in an attempt to achieve higher standards of education using this theory/framework. This research presents the value of learning process/tactical approaches, to encourage staff and students to accept the idea of integrating EL and KM factors under New Bloom’s Taxonomy; examples will be given to demonstrate instances where systems have been adopted successfully. To investigate the effectiveness of New Bloom’s Taxonomy on the integration of EL and KM factors in Saudi higher education, a questionnaire methodology was chosen to collect data from experts of both systems; furthermore, the public sector was chosen as it has adopted both systems. Therefore, an integrated framework is proposed.
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Sales, Izabela Talita de. "Uma proposta de sequência didática de termodinâmica para o ensino médio." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/4675.
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Previous issue date: 2017-02-21<br>O presente trabalho apresenta a descrição do desenvolvimento e aplicação de uma Sequencia Didática abordando tópicos de Termodinâmica. O estudo foi realizado com duas turmas do 2ª ano do Ensino Médio de uma escola estadual localizada no município de Juiz de Fora, Minas Gerais. A Sequência Didática foi elaborada baseada nos aspectos teóricos da Aprendizagem Significativa de David Ausubel. Utilizamos a Taxonomia de Bloom como instrumento na identificação e declaração dos objetivos mobilizados no desenvolvimento cognitivo do aluno, servindo de norteador em nosso planejamento de todo o processo de ensino. A Sequência Didática incorpora atividades investigativas experimentais, textos relacionando Física com fatos cotidianos, análises e interpretação de diversas formas de linguagens visando alcançar dimensões cognitivas mais altas. A análise das atividades ao longo da aplicação da Sequencia Didática mostrou bons resultados: os alunos manifestaram maior interesse e motivação em aprender, tornando-se mais participativos e ativos em sua aprendizagem. Concluímos que a diversidade de atividades desenvolvidas durante o processo de ensino, especialmente as experimentais e em grupo, possibilita o alcance dos processos cognitivos mais altos.<br>The present work is an account of the application of a Didactic Sequence addressing topics of Thermodynamics. The study was carried out with two High School classes of a public state school located in the city of Juiz de Fora, Minas Gerais. The Didactic Sequence was elaborated based on the theoretical framework of the Meaningful Learning of David Ausubel. We used Bloom's Taxonomy as an instrument in the identification and declaration of the objectives mobilized in the student's cognitive development, serving as a guide in our planning of the whole teaching process. The Didactic Sequence incorporates experimental investigative activities, texts relating physics with everyday phenomena, analysis and interpretation of various forms of languages in order to reach higher complex cognitive dimensions. The analysis of the activities along the application of the Didactic Sequence showed good results: the students expressed greater interest and motivation in learning, becoming more participative and active in their learning. We conclude that the diversity of activities developed during the teaching process, especially the experimental ones and group work, is more likely to enable higher cognitive processes to be achieved.
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Geneve, Michael Louis. "THE SCIENCE AND ART OF A COMMUNITY DEVELOPMENT SHORT COURSE: AN APPROACH TO DESIGN, TEACHING, AND EVALUATION." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/975.
Full textAbstract:
Thesis (M.S.)--University of Kentucky, 2008.<br>Title from document title page (viewed Feb. 3, 2009). Document formatted into pages; contains: viii, 233 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 227-232).
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Gonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.
Full textAbstract:
This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.
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Jagger, Carla Beth. "Describing the Relationship Between Cooperative Learning Techniques Used and Student Cognitive Processing Capability During College Class Sessions." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275413092.
Full text
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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 textAbstract:
Orientador: Prof. Dr. Valdecir Marvulle<br>Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Mestrado Profissional em Matemática em Rede Nacional, 2016.<br>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.<br>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.
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Perry, Heather Marina. "Implementation of the National Curriculum for physical development in the reception year." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25386.
Full textAbstract:
This study explored how Grade R teachers at a pre-primary school understand and implement early childhood physical development practices, based on the Revised National Curriculum Statement (RNCS) for Grade R. The research took place in the form of a case study at a private pre-primary school in Rivonia, Sandton. Data was collected by means of document analysis of the RNCS for Grade R, a focus group discussion with purposefully selected participants and observations within the school. Analysis of the data was twofold, firstly utilising taxonomic analysis based on Anita Harrow‟s (1972) taxonomy of psychomotor learning (which formed the theoretical framework for the study), and secondly by means of a thematic analysis of data. Results and findings indicate that participants attributed significant importance to physical development in early childhood as a building block for the development of further cognitive skills and academic achievement. Participants demonstrated an in-depth and extensive comprehension of physical development pertaining to early childhood and their understanding thereof is reflected in their teaching practices offering varying opportunities and ways in which to learn. The school takes a whole-school approach to physical development by incorporating it into different contexts and enlisting the assistance of various role-players. Emerging themesreflect concern with the impact of modern lifestyle on children's physical development, current inadequacies of physical education programmes in schools, the need for teachers to remain informed and educated in physical development and the need for further development of the physical development section of the Grade R RNCS. Participants had various concerns with the curriculum in terms of what they perceived as its non-specificity, the participative versus quality performance approach, the lack of age-appropriate norms, and perceived irregularities with other areas of the Grade R curriculum. As a result, participants seemingly relied to a lesser extent on the RNCS to inform their implementation of physical development practices, relying instead on other sources of guidance. Participants therefore felt that the physical development section of the Grade R RNCS does not provide sufficient guidance and information for newly qualified or inexperienced teachers, especially those who have limited access to resources. Subsequently, this study highlights the need for teacher training as a means of improving the status of school physical education, assistance with and dissemination of information regarding early physical development in educational psychology practice and the need for further research in early physical development and the RNCS.<br>Dissertation (MEd)--University of Pretoria, 2011.<br>Educational Psychology<br>unrestricted
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Cunto, Ivanóe De. "Modelos digitais: o ensino de sistemas estruturais para Arquitetura e Urbanismo." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/102/102132/tde-30062016-103945/.
Full textAbstract:
A partir da grande complexidade e dos vários fatores inerentes ao processo de projeto em Arquitetura e Urbanismo, a presente tese busca analisar se na formação do Arquiteto, as escolas e professores estão preparados para enfrentar essa realidade pelo ponto de vista do conhecimento estrutural. Para tanto a presente tese analisou o resultado de trabalhos de TFG, das disciplinas de introdução aos Sistemas Estruturais e os procedimentos adotados por seus professores, de duas escolas de Arquitetura e Urbanismo no Paraná. A primeira é uma Universidade pública e a outra um Centro Universitário particular. A busca pela resposta a essa questão, demonstra que todo o processo de ensino de Arquitetura, requer mudanças significativas. Passando por atualizações nos currículos e nos procedimentos adotados por professores, em face a defasagem percebida durante a pesquisa. A pesquisa propõe inicialmente uma nova sistemática aliada ao cálculo, propiciando que o aluno tenha primeiramente uma visualização real dos diversos Sistemas Estruturais, apoiado em modelos digitais de edifícios reais. Esse novo procedimento foi aplicado aos alunos dessas disciplinas iniciais com resultados positivos quanto ao conhecimento adquirido. Nos períodos seguintes, em acompanhamento a um grupo desses alunos, verificou-se que os trabalhos elaborados nas disciplinas seguintes de Projeto Arquitetônico, não se utilizavam desse conhecimento adquirido em seus trabalhos. Uma pesquisa feita com os professores de Projeto mostrou a dificuldade que os próprios professores enfrentavam com orientações nas questões estruturais. Para tanto, além desse procedimento inicial de uso de modelos digitais, novas mudanças se fazem necessárias também no currículo e na proposta de trabalho de cada uma das instituições pesquisadas, objetivando que os conhecimentos adquiridos com o uso de modelos digitais pudessem ser permanentes. Como embasamento as mudanças de posicionamento pedagógico e curricular com o uso de modelos digitais, a tese foi construída sob dois pontos fundamentais. Primeiramente a Teoria das Inteligências Múltiplas do psicólogo americano Howard Gardner, focando na Inteligência Espacial e a Taxonomia de Bloom, elaborada por Benjamim Samuel Bloom, sobre o Domínio Cognitivo, que são aplicadas para verificação da aprendizagem através da analisa de seis categorias hierarquicamente separadas, da mais simples ao de maior complexidade, que envolve conhecimento, compreensão, aplicação, análise, síntese e avaliação. Como resultado a essa pesquisa, chegou-se à conclusão de que os cursos pesquisados devem prover o conhecimento de Sistemas Estruturais, através de projetos pedagógicos atualizados e mais eficientes, aliados a professores comprometidos com as modernas metodologias pedagógicas, visando uma ampla compreensão dos conteúdos de suas disciplinas por parte dos alunos e buscando que o conhecimento estrutural adquirido num primeiro momento, seja efetivamente praticado nas demais disciplinas.<br>From the great complexity and the various factors inherent in the design process in Architecture and Urbanism, this thesis seeks to analyze whether the architectural education, schools and teachers are prepared to face this reality from the point of view of structural knowledge. For this purpose, this thesis analyzed the result of TFG work, introduction of disciplines to structural systems and procedures adopted by their teachers, two schools of Architecture and Urbanism of Londrina in Parana. The first is a public university and the other a private university center. The search for the answer to this question show that the whole architecture of teaching process requires significant changes. Undergoing upgrades in the curricula and procedures adopted by teachers, given the lag perceived while searching. The search initially proposes a new system combined with calculation, enabling the student to first have a real view of various systems supported by digital models of real buildings. This new procedure was applied to the students of these disciplines with initial positive results regarding the acquired knowledge. In subsequent periods, in monitoring a group of these students, it was found that the works carried out in the following disciplines of Architectural Design, not used this knowledge acquired in their work. A survey of the project teachers showed the difficulty that teachers themselves faced with guidelines on structural issues. For that, beyond this initial procedure using digital models, new changes should also happen in curriculum and work proposal of each of the institutions surveyed, aiming that the knowledge acquired with the use of digital models could be permanent. As basis the changes in teaching and curriculum positioning with the use of digital models, the thesis was built on two fundamental points. First, the Theory of Multiple Intelligences of the American Howard Gardner psychologist, focusing on the Space Intelligence and Bloom\'s Taxonomy, developed by Benjamin Samuel Bloom, on the Cognitive Domain, which are applied for verification of learning through analyzes six hierarchically separate categories of the simplest to the most complex, involving knowledge, comprehension, application, analysis, synthesis and evaluation. As a result to this research, we came to the conclusion that the surveyed courses should provide the structural systems knowledge through upgraded and more efficient educational projects, together with teachers committed to the modern teaching methods, aimed at a broad understanding of the contents of their disciplines by students and seeking the structural knowledge gained at first, is actually practiced in other disciplines.
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Amauro, Nicéa Quintino. "Os concursos vestibulares das universidades estaduais paulistas e o ensino de Química no nível médio." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/75/75131/tde-24032011-084717/.
Full textAbstract:
A presente pesquisa teve como objetivo estudar a influência do sistema de verificação final de aprendizado sobre as práticas de ensino de Química no nível médio. Para tanto, identificamos e caracterizamos o nível de compreensão do conhecimento químico solicitado dos alunos egressos do ensino médio Brasileiro para seleção dos futuros universitários. Focamos nossas investigações sobre as questões das provas de Química da segunda fase dos concursos vestibulares da Universidade de São Paulo e da Universidade de Campinas, assim como nas provas de conhecimento específico para as carreiras das áreas de Ciências Biológicas e Ciências Exatas da Universidade Estadual Paulista e os relatórios de desempenho correspondentes, entre os anos de 1998 e 2008. O percurso metodológico desenvolvido analisa as questões em três eixos: (1) tema do ensino de química, que se utiliza da Proposta Curricular para o ensino de Química do estado de São Paulo de 1998; (2) processo cognitivo, que tem como referencia a Taxonomia de Bloom e (3) o desempenho médio dos candidatos nas questões das provas de Química. A triangulação dos dados evidenciou o caráter normativo, orientador e controlador destes exames sobre o sistema de ensino que os antecede.<br>This work aimed to study the influence of the system of final verification of learning on Chemistry teaching practices in high school. For that, we identified and characterized the level of chemical knowledge comprehension required from Brazilian students egress from high school for the selection of future undergraduates. We focused our investigations on the Chemistry questions of the second phase of the entrance tests from the University of São Paulo and the University of Campinas, as well as on the specific knowledge tests for careers in the field of Biological Sciences and Exact Sciences from the University of São Paulo State and the performance reports between the years of 1998 and 2008. Our methodological route follows the questions in three axes: (1) Chemistry teaching theme, which uses the Curriculum Proposition for the Chemistry teaching from the state of São Paulo from 1998; (2) cognitive process, whose reference is Bloom\'s Taxonomy and (3) average performance of the candidates in the questions in the Chemistry tests. The triangulation of data made clear the normative, guiding and controlling character of these exams on the teaching system that precedes them.