(2002). A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice: Vol. 41, Revising Bloom's Taxonomy, pp. 212-218.

/pdf/a-revision-of-bloom-s-taxonomy-an-overview-1p6os89utk.pdf

A Revision of Bloom's Taxonomy: An Overview

There have been a number of research programs that have investigated students’ thinking and beliefs about the nature of knowledge and knowing, including definitions of knowledge, how knowledge is constructed, and how knowledge is evaluated. However, these different research programs have pursued varying definitions and conceptual frameworks and used quite different methodologies to examine students’ epistemological beliefs and thinking. In the first section of this article, we provide a critical and comprehensive review of these different research programs. In the second part of this article, we identify nine crucial theoretical and methodological issues that need to be resolved in future research on epistemological theories. As these issues are addressed in future research, there will be more consensus regarding the nature of epistemological theories, and their relation to cognition, motivation, and learning will be made more explicit.

/pdf/the-development-of-epistemological-theories-beliefs-about-19ybegoq4x.pdf

The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning

Research on dropping out of school has focused on characteristics of the individual or institution that correlate with the dropout decision. Many of these characteristics are nonmanipulable, and all are measured at one point in time, late in the youngster’s school career. This paper describes two models for understanding dropping out as a developmental process that may begin in the earliest grades. The frustration-self-esteem model has been used for years in the study of juvenile delinquency; it identifies school failure as the starting point in a cycle that may culminate in the student’s rejecting, or being rejected by, the school. The participation-identification model focuses on students’ “involvement in schooling,” with both behavioral and emotional components. According to this formulation, the likelihood that a youngster will successfully complete 12 years of schooling is maximized if he or she maintains multiple, expanding forms of participation in school-relevant activities. The failure of a young...

Withdrawing From School

This study seeks to determine a definition and appropriate assessment methods of inter-cultural competence as agreed on by a panel of internationally known intercultural scholars. This information ...

Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization

The ARCS Model of motivation was developed in response to a desire to find more effective ways of understanding the major influences on the motivation to learn, and for systematic ways of identifying and solving problems with learning motivation. The resulting model contains a four category synthesis of variables that encompasses most of the areas of research on human motivation, and a motivational design process that is compatible with typical instructional design models. Following its development, the ARCS Model was field tested in two inservice teacher education programs. Based on the results of these field tests, the ARCS Model appears to provide useful assistance to designers and teachers, and warrants more controlled studies of its critical attributes and areas of effectiveness.

Development and use of the ARCS model of instructional design

Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain

Wissen, so wie es von Bloom definiert wird, umfasst das Erinnern von Besonderheiten und Allgemeinheiten, das Erinnern von Methoden und Prozessen oder das Erinnern von Mustern, Strukturen oder Festlegungen. Für die Überprüfung beinhaltet die Situation des Erinnerns wenig mehr als das Bewusstmachen geeigneten Materials. Es mag sein, dass dabei einiges Neuordnen der Materials nötig ist, jedoch ist das der (relativ) geringere Teil der Aufgabe. Die Lernziele der Kategorie Wissen legen den psychologischen Prozessen des Erinnerns besonderes Gewicht bei. Der Prozess des Beziehens ist auch insofern beteiligt, als eine Prüfungssituation das Ordnen und wieder Neuordnen eines Problems erfordert, so dass es die geeigneten Zeichen und Hinweise dafür liefert, welche Informationen und welches Wissen das Individuum besitzt. Wenn man sich etwa das Bewusstsein und das dahinter liegende Gedächtnis wie eine Kartei vorstellt, dann besteht die Schwierigkeit einer Wissensprüfung darin, in der Aufgabenstellung die geeigneten Zeichen, Hinweise und Schlüssel zu finden, die am wirkungsvollsten alles Wissen, das darüber in der Kartei gespeichert ist, zutage bringen. 6. Evaluation

Max D. Engelhart

Papers

Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain

Taxonomie von Lernzielen im kognitiven Bereich

Taxonomie des objectifs pédagogiques