A Critical Analysis of Bloom’s Taxonomy in Teaching Creative and Critical Thinking Skills in Malaysia through English Literature

Abstract

Purpose: The study aims to (1) review the literature that analyses the relevance of Bloom's Taxonomy of Educational Objectives in the teaching of creative and critical thinking among students in Malaysia, and (2) identify missing aspects in Bloom's Taxonomy vis a vis the indigenous context, important to promote creative and critical thinking among students in Malaysia.Method: Multiple sources of information which (1) documents the objectives of English Literature curriculum in Malaysia, (2) outlines the nature of Bloom's Taxonomy, (3) reports past research which addresses issues in the application of Bloom's Taxonomy, and (4) reports research findings on the issues in teaching English Literature as a subject. Findings:The literature subject is an essential avenue for students' learning, especially in developing creative and critical thinking. The English syllabus with augmented taxonomy should be based on holistic learning outcomes which contain three set of abilities-Rationale Thinking, Purposeful Thinking, and Effective Relation with Contexts. Significance:The study would shed light on the effectiveness of teaching creative and critical thinking through English Literature. The findings may help curriculum developers and teachers to explore the missing aspects in the Bloom's Taxonomy vis a vis the indigenous context, hence lead to the development of informed way forward in designing effective pedagogical approach/es that nurture creative and critical thinking among students.

Students’ experiences with the use of a social annotation tool to improve learning in flipped classrooms

“…This requires the use of higher order thinking skills such as comparing ideas, applying new concepts and evaluating arguments. Furthermore, those who come to class prepared are more likely to engage in discussions (Rahman & Manaf, 2017). Student learning engagement depends both on the time students invest in studying course content as well on the tactics they apply in educationally purposeful activities (Kuh, 2002).…”

The use of cognitive domain in questions: The perception of students and lecturers of public universities in Aceh

“…One of the frameworks which can help lecturers to encourage students to learn in higher-order thinking is Bloom's taxonomy (Rahman & Manaf, 2017). Even though the taxonomy has its own critics which deny its advantages (Case, 2013;Wineburg & Schneider, 2010), its aim to promote higher forms of thinking in education from a classroom activity to the curricula is widely known (Collins, 2014).…”

“…In various classes, the employment of Bloom's taxonomy is vividly visible. Even though the display and convergent questions are dominant (David, 2007;Diaz et al, 2013;Hamiloğlu & Temiz, 2012;Ragawanti, 2009;Rahman & Manaf, 2017;Shomoossi, 2004;Sujariati, Rahman & Mahmud, 2016;Sunggingwati & Nguyen, 2013;Tofade et al, 2013;Yang, 2010), but the higher-order thinking questions are encouraged to develop and promote thinking. Researchers agreed that Bloom's taxonomy in questions is essential to encourage, extend and challenge students' abilities so that they think critically (Diaz et al, 2013;Klenn & Connell, 2004;Marzano et al, 2001).…”

Geoscience Curriculum: Approach Through Learning Taxonomy and Outcome Based Education

“…There are arguments about whether the taxonomy proposed by Bloom's address all disciplines, especially in case of literature, despite the fact that this taxonomy has influenced teaching philosophies around the world especially in promoting critical and creative thinking, often focussing on the higher-order thinking skill (Rahman & Manaf, 2017). As far as the geoscience discipline is concerned, the learning levels suggested in revised Bloom's taxonomy befit all of its courses and hence we adopt the same to propose this model…”