Geography tests in the Finnish Matriculation Examination in paper and digital forms – An analysis of questions based on revised Bloom’s taxonomy

Virranmäki, Eerika; Valta-Hulkkonen, Kirsi; Pellikka, Anne

doi:10.1016/j.stueduc.2020.100896

Cited by 13 publications

(13 citation statements)

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“…One example are the intermediate accounting textbooks, which only contain 10% of activities of cognitive level 1 (memorization and reproduction of contents), compared with 62% of application and analysis exercises (Davidson and Baldwin, 2005). There are also differences with the Finnish Geography examinations analyzed, in which 28% of the exercises was of level 1, compared to 72% of comprehension, application, and creation activities (Virranmäki et al, 2020). Furthermore, there are differences with the analysis of digital textbooks carried out by Hung Lau et al (2018).…”

Section: Discussionmentioning

confidence: 99%

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Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal)

et al. 2020

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The main objective of this article is to analyze the cognitive level of the activities in History textbooks in Spain, England, and Portugal in the transition stage from Primary to Secondary Education (11–13 years), according to the country of origin, typology, and the concepts and disciplinary contents included. The design of this research is quantitative, descriptive, and cross-sectional. The non-probabilistic sample consists of 6,561 activities contained in 27 school textbooks from Spain, England, and Portugal. Descriptive and contrast analyses have been carried out using parametric tests. The results indicate that textbooks from Spain and Portugal mainly include activities situated between a basic and intermediate cognitive level while in England, the cognitive level of activities is medium or high. The ANOVA and Tukey B tests show significant differences between the cognitive level required in the activities and the typology of exercises, the concepts, and historical contents worked on. The activities with higher cognitive level correspond to those of creation and essays, the exercises that work on empathy and historical relevance, and that contain activities of social and economic history. In contrast, the activities with the lowest cognitive level are short questions and objective tests, those that work on first-order concepts (data and concrete facts), and those on the History of Art. The conclusion is that there is a need for a balanced presence of first-order content and historical thinking skills, the application in the classroom of a more active student-centered methodology, and the teachers’ conception of history teaching that prioritizes historical skills.

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Section: Discussionmentioning

confidence: 99%

“…sciences and Mathematics (Gómez and Miralles, 2015;Radmehr and Drake, 2018;Virranmäki et al, 2020). The study of Seixas and Morton (2013) was taken as the basis for the analysis of the presence of first-and second-order concepts (the latter related to historical thinking skills).…”

Section: Data Collection and Analysismentioning

confidence: 99%

Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal)

et al. 2020

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“…While some researchers have utilized both domains of the RBT to conduct their analyses (Şanlı, 2019;Virranmäki, Valta-Hulkkonen, & Pellikka, 2020), other researchers utilized either the knowledge domain (Radmehr & Drake, 2017) or the cognitive domain (Davila & Talanquer, 2010;Phillips, Smith, & Straus, 2013;Renaud & Murray, 2007;Thompson, Kelso, Ward, Wines, & Hanna, 2016) based on the objectives of their research. Only the cognitive domain of the RTB was utilized in the present research since the focus of research was to analyze philosophy questions in terms of higher-order thinking skills which were part of the cognitive domain (Airasian & Miranda, 2002;Krathwohl, 2002).…”

Section: Discussionmentioning

confidence: 99%

11. Sınıf Felsefe Ders Kitabı’nda yer alan soruların üst düzey düşünme becerileri açısından incelenmesi

Erdol

2020

Turkish Journal of Education

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The present study aimed to investigate the questions included in the 11 th grade Philosophy Coursebook prepared in 2018 by the Ministry of Education in Turkey in terms of higher-order thinking skills. Document analysis was utilized in the study, and frequencies and percentages were used in answering the first sub-research question. Cognitive processes domain of Revised Bloom's Taxonomy was utilized in conducting analyses to answer the second sub-research question. And Moodley's (2013) categorization supported the analyses to answer the third sub-research question. The results suggested that the distribution of warm-up, practice, discussion, text analysis, writing, and measurement and evaluation questions were organized in a similar systematic across the coursebook. As a result of the research, not only summative but also formative assessment methods were included in the coursebook. Most of the questions were in the understand level of cognitive processes. The book included only a limited number of questions on the 'apply', 'analyze', and 'create' levels included in Revised Bloom's Taxonomy. Most of the questions were designed for the mid-level of the cognitive domain and the low-level questions were the second most frequently used questions. Only 6.1 % of the questions were designed for high-levels of the cognitive domain. Last but not least sample questions for the analyze, evaluate, and create dimensions were prepared in an effort to encourage more frequent uses of such types of questions.

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“…Demikian juga kata benda yang ditemukan dalam data dikaji dengan kerangka empat jenis pengetahuan pada dimensi pengetahuan taksonomi Bloom edisi revisi, yaitu: Faktual, Konseptual, Prosedural, dan Metakognisi (Anderson & Krathwohl, 2017;Virranmäki et al, 2020). Perpotongan antara dimensi kognitif dan dimensi pengetahuan dalam tabel taksonomi Bloom akan menentukan tujuan pembelajaran tersebut termasuk dalam keterampilan berpikir tingkat rendah (LOTS) atau keterampilan berpikir tingkat tinggi (HOTS).…”

Section: Pembahasanunclassified

Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

et al. 2021

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This study aims to describe thinking skills in Indonesian Language Learning Textbook class X Curriculum 2013. The thinking skills in this study are oriented towards revising Bloom's learning taxonomy which divides thinking skills into two domains, namely Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS). The data in this study are in the form of text learning objectives written in Indonesian textbooks. The data is sourced from two revised editions of Indonesian textbooks, namely the 2014 revision and the 2017 revision. The data analysis method used in this study is referential matching and mapping of educational objectives based on the revised Bloom's taxonomy. The integration of thinking skills in Indonesian textbooks is manifested in the cognitive and knowledge dimensions. The cognitive dimension is dominated by the level of creation (C6) accumulated from two revised books. The knowledge dimension is dominated by conceptual knowledge. Based on this dominance, it can be concluded that the primary outcome of learning Indonesian is text creation. The text created is constructed from the concepts of text knowledge obtained in the learning process.

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Geography tests in the Finnish Matriculation Examination in paper and digital forms – An analysis of questions based on revised Bloom’s taxonomy

Cited by 13 publications

References 34 publications

Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal)

Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal)

11. Sınıf Felsefe Ders Kitabı’nda yer alan soruların üst düzey düşünme becerileri açısından incelenmesi

Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

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