The Evolution of Educational Objectives: Bloom's Taxonomy and beyond
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| Title: | The Evolution of Educational Objectives: Bloom's Taxonomy and beyond |
|---|---|
| Language: | English |
| Authors: | Fallahi, Carolyn R., LaMonaca, Frank H. |
| Source: | Journal on Excellence in College Teaching. 2009 20(1):71-86. |
| Availability: | Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.muohuo.edu/ject |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 16 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Educational Objectives, Learning Strategies, Examiners, Classification, Cognitive Style, Validity, Psychology, Models, Caring, Learning Processes, Metacognition, Learning Experience, Teaching Methods, Learning Motivation, Reflection, Criticism, Self Concept, Achievement Need |
| ISSN: | 1052-4800 |
| Abstract: | It is crucial for teachers to communicate effectively about educational objectives to students, colleagues, and others in education. In 1956, Bloom developed a cognitive learning taxonomy to enhance communication between college examiners. The Bloom taxonomy consists of 6 hierarchical levels of learning (knowledge, comprehension, application, analysis, synthesis, and evaluation), which has endured through different applications and adaptations. Two more recent taxonomies have addressed issues not included in Bloom's taxonomy or its subsequent adaptations. Shulman (2004) designed a non-linear, 6-level table of learning that begins with knowledge/understanding and proceeds toward the higher-level functions of engagement/ motivation, performance/action, reflection/critique, judgment/ design, and commitment/identity. The 6 learning categories in Fink's model (2003)--foundational knowledge, application, integration, human dimension, caring, and learning how to learn--build upon each other and encourage educators to integrate significant learning experiences into their curricula. The authors review these taxonomies and conclude that validation of Fink's taxonomy in psychology education is warranted. (Contains 1 table and 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 22 |
| Entry Date: | 2010 |
| Access URL: | https://celt.muohio.edu/ject/issue.php?v=20&n=1 |
| Accession Number: | EJ883718 |
| Database: | ERIC |
| Abstract: | It is crucial for teachers to communicate effectively about educational objectives to students, colleagues, and others in education. In 1956, Bloom developed a cognitive learning taxonomy to enhance communication between college examiners. The Bloom taxonomy consists of 6 hierarchical levels of learning (knowledge, comprehension, application, analysis, synthesis, and evaluation), which has endured through different applications and adaptations. Two more recent taxonomies have addressed issues not included in Bloom's taxonomy or its subsequent adaptations. Shulman (2004) designed a non-linear, 6-level table of learning that begins with knowledge/understanding and proceeds toward the higher-level functions of engagement/ motivation, performance/action, reflection/critique, judgment/ design, and commitment/identity. The 6 learning categories in Fink's model (2003)--foundational knowledge, application, integration, human dimension, caring, and learning how to learn--build upon each other and encourage educators to integrate significant learning experiences into their curricula. The authors review these taxonomies and conclude that validation of Fink's taxonomy in psychology education is warranted. (Contains 1 table and 1 figure.) |
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| ISSN: | 1052-4800 |
