The learning domain that deals with facts and knowledge
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes. Show
The Three Domains of LearningThe committee identified three domains of educational activities or learning (Bloom, et al. 1956):
Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains may be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as KSA (Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude. While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level. However, there have been at least three psychomotor models created by other researchers. Their compilation divides the three domains into subdivisions, starting from the simplest cognitive process or behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised, such as the Structure of Observed Learning Outcome (SOLO). However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today. The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive an processes, starting from the simplest to the most complex (see the table below for an in-depth coverage of each category):
The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place. Bloom's Revised TaxonomyLorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes, with perhaps the three most prominent ones being (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000): The chart shown below compares the original taxonomy with the revised one:This new taxonomy reflects a more active form of thinking and is perhaps more accurate. The new version of Bloom's Taxonomy, with examples and keywords is shown below, while the old version may be found here Table of the Revised Cognitive DomainCategoryExamples, key words (verbs), and technologies for learning (activities)Remembering: Recall or retrieve previous learned information. Examples: Recite a policy. Quote prices from memory to a customer. Recite the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states Technologies: book marking, flash cards, rote learning based on repetition, reading Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Examples: Rewrite the principles of test writing. Explain in one's own words the steps for performing a complex task. Translate an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates Technologies: create an analogy, participating in cooperative learning, taking notes, storytelling, Internet search Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses Technologies: collaborative learning, create a process, blog, practice Analyzing: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates Technologies: Fishbowls, debating, questioning what happened, run a test Evaluating: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports Technologies: survey, blogging Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes Technologies: Create a new model, write an essay, network with others Cognitive Processes and Levels of Knowledge MatrixBloom's Revised Taxonomy not only improved the usability of it by using action words, but added a cognitive and knowledge matrix. While Bloom's original cognitive taxonomy did mention three levels of knowledge or products that could be processed, they were not discussed very much and remained one-dimensional:
In Krathwohl and Anderson's revised version, the authors combine the cognitive processes with the above three levels of knowledge to form a matrix. In addition, they added another level of knowledge - metacognition:
When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it makes a nice performance aid for creating performance objectives: The Cognitive DimensionThe Knowledge DimensionRememberUnder-standApplyAnalyzeEvaluateCreateFactualConceptualProceduralMetacognitiveHowever, others have identified five contents or artifacts (Clark, Chopeta, 2004; Clark, Mayer, 2007):
Thus, the new matrix would look similar to this: The Cognitive DimensionThe Knowledge DimensionRememberUnder-standApplyAnalyzeEvaluateCreateFactsConceptsProcessesProceduresPrinciplesMetacognitiveAn example matrix that has been filled in might look something like this: The Knowledge DimensionRememberUnder-standApplyAnalyzeEvaluateCreateFactslistpara-phraseclassifyoutlinerankcategorizeConceptsrecallexplainsshowcontrastcriticizemodifyProcessesoutlineestimateproducediagramdefenddesignProceduresreproducegive an examplerelateidentifycritiqueplanPrinciplesstateconvertssolvedifferent-iatesconcludereviseMeta-cognitiveproper useinterpretdiscoverinferpredictactualizeNext StepsReviewUseful LinksReferencesAnderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon. Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Clark, R., Chopeta, L. (2004). Graphics for Learning : Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials . San Francisco: Jossey-Bass/Pfeiffer. What is the psychomotor domain of learning?The psychomotor learning domain involves our physicality and how that develops from basic motor skills to intricate performance. How do the Domains of Learning impact professional development? Each domain represents a continuum of processes that begins with the most simple and ends with the most complex process.
What are the 4 learning domains?Cognitive Domain: knowledge and mental skills. Psychomotor Domain: motor skills. Affective Domain: feelings, values, dispositions, attitudes. Social Domain: teamwork, communication, leadership.
What is cognitive domain in learning?The cognitive domain aims to develop the mental skills and the acquisition of knowledge of the individual. The cognitive domain encompasses of six categories which include knowledge; comprehension; application; analysis; synthesis; and evaluation.
What are the three domains of knowledge or learning activities?Learning can generally be categorized into three domains: cognitive, affective, and psychomotor. Within each domain are multiple levels of learning that progress from more basic, surface-level learning to more complex, deeper-level learning.
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