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Bloom's Revised Taxonomy

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Bloom's Revised Taxonomy Lorin 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): changing the names in the six categories from noun to verb forms rearranging them as shown in the chart below creating a   processes and levels of knowledge matrix Among other modifications, Anderson and Krathwohl’s (2001) revision of the original Bloom’s taxonomy (Bloom & Krathwohl, 1956) redefines the cognitive domain as the intersection of the Cognitive Process Dimension and the Knowledge Dimension. This document offers a three-dimensional representation of the revised taxonomy of the cognitive domain.   Although the Cognitive Process and Knowledge dimensions are represented as hierarchical steps, the distinctions...
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Taxonomy of science education (Mc Cormack and Yager)

  Taxonomy of science education ( Mc Cormack and Yager) Science has been given an important place in the curriculum because of some special values provided only by science & not by any other subjects. The view that the processes of science are important as the product has come into science education. According to the taxonomy of science education formulated by Mc Cormack and Yager science education emphasize five domains. They are: 1.    Knowledge domain (Knowledge & understanding) 2.    Process domain (Exploring & discovering) 3.    Creativity domain (Imaging & creating) 4.    Attitudinal domain (Feeling & valuing) 5.    Application domain (Using & applying) 6.    Nature of science domain (AAAS-1990, American Association for the Advancement of Science) KNOWLEDGE DOMAIN Science students are expected to know scientific principles and available scientific facts. It is through science study that a clea...
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BLOOMS TAXONOMY

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      BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES             Taxonomy of Educational Objectives in the Cognitive Domain         Taxonomy of objectives in the cognitive domain, given by Bloom and his associates (1956) tries to provide the most difficult but highly promising task of classifying Instructional objectives on a continuum from the simple to the relatively complex. He classified these objectives into six categories arranged from the lower to the higher level of functioning  Knowledge: It is the lowest level in cognitive domain. It is the ability to recall and recognize previously learned material. It represents the lowest level of the objectives belonging to the cognitive domain and primary aims for the acquisition of the knowledge concerning: Specific facts, terminology, methods and processes and Generalised principles, theories and structures. The ...
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