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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: PDF
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
FullText Text:
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  Data: The Evolution of Educational Objectives: Bloom's Taxonomy and beyond
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  Data: Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.muohuo.edu/ject
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  Data: 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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  Data: EJ883718
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 71
    Subjects:
      – SubjectFull: Educational Objectives
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Examiners
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      – SubjectFull: Classification
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      – SubjectFull: Cognitive Style
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      – SubjectFull: Validity
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      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Models
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      – SubjectFull: Caring
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      – SubjectFull: Learning Processes
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      – SubjectFull: Metacognition
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      – SubjectFull: Learning Experience
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Criticism
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      – SubjectFull: Self Concept
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      – SubjectFull: Achievement Need
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      – TitleFull: The Evolution of Educational Objectives: Bloom's Taxonomy and beyond
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