Taxonomy of Educational Objectives. Handbook I: Cognitive Domain

Blyth, W. A. L.; Bloom, Bruce; Krathwohl, David R.

doi:10.2307/3119730

Cited by 283 publications

(379 citation statements)

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“…After configuration of the BERT model for our purposes, it was adopted to automatically classify cognitive engagement, metacognitive engagement, behavioral engagement, and emotional engagement during online collaborative learning. In particular, cognitive engagement was automatically classified into remembering, understanding, applying, and evaluat- ing as well as off-topic information adapted from Bloom et al (1956). Bloom's cognitive domains taxonomy includes remembering, understanding, applying, analyzing, evaluating, and creating (Bloom et al, 1956).…”

Section: Automated Group Learning Engagement Analysis and Feedbackmentioning

confidence: 99%

An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL

Zheng

Long

Niu

et al. 2023

Intern. J. Comput.-Support. Collab. Learn

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Learning engagement has gained increasing attention in the field of education. Previous studies have adopted conventional methods to analyze learning engagement, but these methods cannot provide timely feedback for learners. This study analyzed automated group learning engagement via deep neural network models in a computer-supported collaborative learning (CSCL) context. A quasi-experimental research design was implemented to examine the effects of the automated group learning engagement analysis and feedback approach on collaborative knowledge building, group performance, socially shared regulation, and cognitive load. In total, 120 college students participated in this study; they were assigned to 20 experimental groups and 20 control groups of three students each. The students in the experimental groups adopted the automated group learning engagement analysis and feedback approach, whereas those in the control groups used the traditional online collaborative learning approach. Both quantitative and qualitative data were collected and analyzed in depth. The results indicated significant differences in group learning engagement, group performance, collaborative knowledge building, and socially shared regulation between the experimental and control groups. The proposed approach did not increase the cognitive load for the experimental groups. The implications of the findings can potentially contribute to improving group learning engagement and group performance in CSCL.

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Section: Automated Group Learning Engagement Analysis and Feedbackmentioning

confidence: 99%

An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL

Zheng

Long

Niu

et al. 2023

Intern. J. Comput.-Support. Collab. Learn

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“…Análisis de la propuesta de Talaván y Lertola (2022) bajo el prisma de la taxonomía de Bloom (Blyth et al, 1966).…”

Section: Tablaunclassified

“…c) Cognición: es fundamental que la tarea suponga un reto cognitivo. Es por ello, por lo que para el diseño de tareas AICLE es crucial tener presente la taxonomía de Bloom (Blyth et al, 1966). La taxonomía de Bloom distingue entre HOTS (High Order Thinking Skills) y LOTS (Low Order Thinking Skills); dentro del primer grupo encajarían habilidades cognitivas complejas como analizar, evaluar y crear, mientras que en el segundo grupo se enmarcarían habilidades cognitivas de orden inferior como recordar, comprender, y aplicar.…”

Section: Introductionunclassified

“…Una combinación de las propuestas de Do Coyle (2006) y de Talaván y Lertola (2022) muestra cómo la escalabilidad de ambas metodologías permite su simbiosis dando lugar a tareas basadas en Traducción Audiovisual que se articulen en torno a contenidos específicos para que se trabajen de forma integrada el contenido y la lengua. Un análisis de las tareas de TAD muestra que son tareas que desarrollan HOTS y LOTS de la taxonomía de Bloom (Blyth et al, 1966), tal y como se muestra en la Tabla 1.…”

Section: Introductionunclassified

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Producción fílmica, género, literatura y traducción audiovisual didáctica (TAD) para el aprendizaje integrado de contenidos y lenguas (AICLE)

Rodríguez

2022

DIGILEC Rev Int Leng Cult

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Un mundo globalizado, cambiante e interconectado requiere ciudadanos multilingües y multiculturales que sepan manejarse en diferentes situaciones. La formación de dicha ciudadanía necesita propuestas educativas rigurosas e innovadoras que estén al servicio de las necesidades de la sociedad del siglo XXI. Teniendo en cuenta la elevada exposición a productos audiovisuales y la motivación y el interés que dichos productos suscitan es necesario explorar las diferentes posibilidades para la inclusión de los mismos en los procesos de enseñanza-aprendizaje. El análisis fílmico es una opción con un largo recurrido, y en las últimas décadas ha tenido lugar un inusitado auge de la Traducción Audiovisual Didáctica, materializado a en proyecto como PluriTAV, ClipFlair o TRADILEX. El objetivo de esta propuesta es explorar la escalabilidad de la Traducción Audiovisual Didáctica (TAD) para comprobar su compatibilidad con la producción audiovisual, los estudios fílmicos, la metodología AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) y el enfoque IFSyC (Inglés con Fines Sociales y de Cooperación) para el tratamiento de contenidos transversales. Para ello se ha producido un vídeo en el seno del Proyecto I+D+i TRADILEX (La TRaducción Audiovisual como recurso DIdáctico en el aprendizaje de Lenguas EXtranjeras) (2020-2023) que ha servido como base para diseñar una unidad didáctica. Este vídeo versa sobre las desigualdades de género a lo largo de la historia y se basa en A Room of One’s Own de Virginia Woolf. A modo de conclusión, la TAD muestra una alta compatibilidad con la metodología AICLE y el enfoque IFSyC es de gran interés para trabajar contenidos transversales en el aula de lenguas extranjeras.

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“…Figure 1 is the conceptual framework that illustrates the model of this research study. (Gardner et al, 2014), including the capacity to develop metacognition abilities through provision of opportunities as reflected in Bloom´s taxonomy of educational objectives (Blyth, 1966;Crowe et al, 2008;Cullinane & Liston, 2016;Michael & Coffman, 1956). Focus entails the tackling of ideas in a manner that brings various details into clear conceptualizations (Schmidt, 2003).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Teachers ́ Perception of Coherence in High School Biology Textbooks in Zambia

Sinjela

Kijai

Katenga

2019

isc

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Introduction: Textbook coherence is an important aspect of effective teacher´s instruction and performance of students. This study involved assessing coherence of senior biology high school textbooks in Zambia (MK Biology10, Longman Biology11 and Pupil´s Biology12) and the extent to which these books are aligned with the biology course syllabus. Methods: Using quantitative research design, coherence was conceptualized as a unit of three constructs: alignment and organization, rigor, focus and relevance of contents and connections among ideas. A questionnaire instrument was developed which teachers in Mufulira and other districts in Zambia (n = 82) used to assess textbook and textbook-syllabus coherence. Data was analyzed using statistical methods, independent t-tests and One-way ANOVA. Results: Teachers were generally uncertain about coherence levels in the textbooks. Concerning textbook-syllabus alignment, Pupil´s Biology12 was viewed as most coherent with the course syllabus and MK Biology10 as the least. Discussion: Assessment of coherence is a complex process but it focuses on few common elements. Identifying these elements may help teachers improve teaching practice, curriculum developers design coherent curricula and educational activities, and authors produce coherent textbooks. Further research studies are recommended that would extend the scope of this study to include teachers in all provinces in Zambia, include a mixed method to explore perceptions about coherence, compare coherence of same grade level textbooks, or evaluate coherence of the syllabus and that of other science or non-science textbooks.

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Taxonomy of Educational Objectives. Handbook I: Cognitive Domain

Cited by 283 publications

References 0 publications

An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL

An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL

Producción fílmica, género, literatura y traducción audiovisual didáctica (TAD) para el aprendizaje integrado de contenidos y lenguas (AICLE)

Teachers ́ Perception of Coherence in High School Biology Textbooks in Zambia

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