Taxonomy, Bloom

To consider how the teacher should design learning activities to offer optimal challenge for the most able learners, it is useful to consider some ideas about the nature of intellectual development. Bloom s taxonomies (Bloom, 1968 Krathwohl, Bloom, Masia, 1968) can offer some guidance here, but especially when... 

The BOK2 (ASCE, 2008) report, on the other hand, lists Experiments as one of the 24 desirable competencies of Civil Engineers, to be developed by undergraduate curricula to level of achievement 4 of Bloom s taxonomy (Bloom et al, 1956). Level 4 (Analysis) refers to the ability to break down material into its component parts, so that its organizational structure may be understood . JTC3 of FedIGS suggests, as a... 

A content analysis of 11 general chemistry laboratory manuals was carried out by Domin (1999a) and concluded that the majority require the learners to operate predominantly at the three lower cognitive levels of Bloom s taxonomy (knowledge, comprehension and application), leaving out the three higher levels of analysis, synthesis and evaluation. 

Several papers dealt with toxic dinoflagellate taxonomy at the Second International Conference on Toxic Dino flagellate Blooms ( l)and this paper summarises developments since then. A paper by Steidinger ( 2), which appeared after the ACS symposium from which the present papers arise, also discusses this topic and this paper has been revised to reduce duplication. Her paper should be consulted for greater illus-... 

In the early 1950s, Benjamin Bloom and colleagues at the University of Chicago developed a framework called the Taxonomy of Educational Objectives that provides standard classifications for the development of educational objectives. The framework addresses educational outcomes in three core areas ... 

Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., Krath-wohl, D. (1956). Taxonomy of educational objectives. Handbook I Cognitive domain. New York Davia McKay. 

Bloom s taxonomy is a classification of instructional objectives in a hierarchy. It is found quite useful in communicating the objectives of a chemistry lesson as also a criterion for evaluation of chemistry teaching. Under this scheme the specific objectives are classified as falling into the following three domains. 

The organisation of knowledge supports learning and retention of knowledge learned. Various theories have been propounded. Gagne s structuralist theory which is based on Blooms Taxonomy of Educational objectives has played a major role. Science, A Process Approach (SAPA) developed by American Association for the Advancement of Science used this theory to construct learning network of hierchies. 

Phytoplankton abundance and occurrence of blooms are the parameters for which a not necessarily taxonomic determination is required. The abundance can be measured as the total count of cells and/or colonies in a unit volume of water or recalculated further into biovolume or biomass. The WFD allows use of chlorophyll a as a surrogate for phytoplankton biomass, thus it is considered a biological parameter. In fact, chlorophyll a is the most frequently measured phytoplankton metric in lakes. Not all countries have included the bloom occurrence in routine monitoring as in some areas (e.g. countries belonging to the Alpine GIG) they occur too rarely and inegu-larly (if at all). Other non-taxonomy-based metrics, like size composition and primary productivity, are successively less considered in lake monitoring schemes. 

Bloom, B. S. (1956). Taxonomy of educational objectives. Handbook I Cognitive domain. New York David McKay Co Inc. 

Some examples could be Bloom s or Solo taxonomies, eoncept maps, IEEE eurriculum definitions and pedagogieal patterns... 

Atherton, J. S. (2005). Learning and teaching Bloom s taxonomy. Available at http //www.leam-ingandteaching.info/leaming/bloomtax.htm. Accessed 27 Nov 2013. 

The final step in converting Syllabus topics into specific learning outcomes is to associate each topic phrase with a verb that best describes the level of proficiency determined by program stakeholders. Each level of Bloom s taxonomy can be expressed with specific verbs. For example. Synthesis in the cognitive domain includes such skills as formulate, create, construct, and reorganize. Table 3.7 gives... 

Table 3.7 Correspondence of proficiency rating sceile and Bloom s taxonomy...

Proficiency rating scale Bloom s taxonomy-cognitive domain Examples of learning outcomes based on the CDIO Syllabus... 

However, the term Bloom s taxonomy has entered educational discourse in relation to the work on the cognitive domain, whilst the companion work on the affective domain (Krathwohl, Bloom, Masia, 1968) is generally less well known or cited. 

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