Bloom's Taxonomy as a Pedagogical Model for Signals and Systems

Ursani, Ahsan Ahmad; Memon, Aftab Ahmed; Chowdhry, Bhawani Shankar

doi:10.7227/ijeee.51.2.7

Cited by 9 publications

(3 citation statements)

References 14 publications

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“…In pursuance of sorting the cognition in terms of lower and higher order thinking skills, Benjamin S. Bloom was the first in the history who used the term taxonomy (Forehand, 2010) for a framework of classification of the cognitive expectations. It was tiered organization of educational objectives (Ursani, Memon, & Chowdhry, 2014) that was developed to determine the alignment between the educational objectives and corresponding learning activities and assessments (Krathwohl, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

Appraising Adequacy of Standard Based Curriculum 2006 and Allied Secondary School Mathematics Textbooks for Higher Order Thinking Skills (HOTS) in the Punjab, Pakistan

Gulzar

2019

Pak. j. educ.

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In Pakistan the curriculum was revised in 2005-06 and corresponding textbooks for secondary school mathematics were developed and adopted for session 2012-13. This study was conducted to analyze the adequacy of the curriculum and the newly adopted textbooks in instilling the HOTS in students. The research design used was descriptive in which data was analyzed both by qualitative and quantitative methods. Web Alignment Tool was used to assign Depth of knowledge (DOK) levels to the prescribed students learning outcomes (SLOs) for secondary level mathematics in Pakistan. The outcomes of the study show that the curriculum is predominated by the SLOs of DOK level 1(204 out 280 SLOs). There is no SLO of DOK level 4. There are 70 SLOs of DOK level 2 and only six SLOs of DOK level 3. The entire format of the textbooks is monotonous as it mostly guides the students to learn an algorithm to deal with any SLO. This is followed by an exercise of sums to practice the learnt algorithm without any appropriate learning experience. It is suggested to revise the respective curriculum by adopting fewer, higher and deeper approach. For DOK level 2 and above, appropriate learning experiences should be incorporated in the curriculum and textbooks.

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Section: Literature Reviewmentioning

confidence: 99%

Appraising Adequacy of Standard Based Curriculum 2006 and Allied Secondary School Mathematics Textbooks for Higher Order Thinking Skills (HOTS) in the Punjab, Pakistan

Gulzar

2019

Pak. j. educ.

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“…In this way, students were encouraged to “problem based learning,” “project‐based learning,” and “cooperative learning” in order to increase acquisition of learning so that advantages of different learning models can be benefited. For example, semester case study named “de‐noising of speech signals” which is appropriate for Bloom's taxonomy and problem based learning was given in Table .…”

Section: Web‐based Tool For Signals and Systemsmentioning

confidence: 99%

e‐Signals&Systems: A web‐based educational tool for signals and systems

Vatansever

Yalçın

2017

Comp Applic In Engineering

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Computers are widely used for educational purposes. Multimedia tools and simulations are mostly preferred for learning especially hard and complex structures in technical field and hardly realized experiments in laboratory environment. Besides, supporting theoretical knowledge with practical applications is crucial in engineering education. But, effects of negative conditions such as hardware deficiency (experimental gadgets, measuring instruments, etc.) in education environment, high number of students, less number of educators can be diminished with concepts which are distance education, computer‐aided education, etc. In this study, web‐based educational tool which is oriented to signals and systems subjects/courses is realized. This tool provides learning of signals and systems subjects with its subject descriptions, solved/unsolved problems, animations, simulations, interactive simulators, real‐time applications, general exams, online communication/support, and new educational strategy in easy, simple, and effective way. Usability and educational contribution of realized study was inspected with questionnaires which were filled anonymously by 110 students in Uludag University and assessed according to SUS and Likert scales.

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“…Less effort has been spent on categorizing the learning tasks they have use and the kinds of skills they have developed to provide adequate scaffolding for developing higher-level skills. The popular Bloom's taxonomy [1][2][3][4][5] of educational objectives and its successor models and approaches based on it, such as Bloom's Revised Taxonomy [6] and Bloom's Digital Taxonomy [7] identify six levels of cognitive skills: remembering, comprehending, applying, analyzing, synthesizing, and evaluating activities. These skills, ideally, should be developed in that order because higher-level skills rely on lower-level ones.…”

Section: Introductionmentioning

confidence: 99%

Improving Comprehension: Intelligent Tutoring System Explaining the Domain Rules When Students Break Them

et al. 2021

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Intelligent tutoring systems have become increasingly common in assisting students but are often aimed at isolated subject-domain tasks without creating a scaffolding system from lower- to higher-level cognitive skills, with low-level skills often neglected. We designed and developed an intelligent tutoring system, CompPrehension, which aims to improve the comprehension level of Bloom’s taxonomy. The system features plug-in-based architecture, easily adding new subject domains and learning strategies. It uses formal models and software reasoners to solve the problems and judge the answers, and generates explanatory feedback about the broken domain rules and follow-up questions to stimulate the students’ thinking. We developed two subject domain models: an Expressions domain for teaching the expression order of evaluation, and a Control Flow Statements domain for code-tracing tasks. The chief novelty of our research is that the developed models are capable of automatic problem classification, determining the knowledge required to solve them and so the pedagogical conditions to use the problem without human participation. More than 100 undergraduate first-year Computer Science students took part in evaluating the system. The results in both subject domains show medium but statistically significant learning gains after using the system for a few days; students with worse previous knowledge gained more. In the Control Flow Statements domain, the number of completed questions correlates positively with the post-test grades and learning gains. The students’ survey showed a slightly positive perception of the system.

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Bloom's Taxonomy as a Pedagogical Model for Signals and Systems

Cited by 9 publications

References 14 publications

Appraising Adequacy of Standard Based Curriculum 2006 and Allied Secondary School Mathematics Textbooks for Higher Order Thinking Skills (HOTS) in the Punjab, Pakistan

Appraising Adequacy of Standard Based Curriculum 2006 and Allied Secondary School Mathematics Textbooks for Higher Order Thinking Skills (HOTS) in the Punjab, Pakistan

e‐Signals&Systems: A web‐based educational tool for signals and systems

Improving Comprehension: Intelligent Tutoring System Explaining the Domain Rules When Students Break Them

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