• Title/Summary/Keyword: cognitive process dimension

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Analyses of Instructional Objectives of 'Wise Life' Based on Bloom's Revised Taxonomy of Educational Objectives (Bloom의 신 교육목표분류학에 따른 슬기로운 생활 교과의 수업 목표 분석)

  • Lee, Eun-Young;Shin, Myeong-Kyeong;Choi, Chui-Im
    • Journal of Korean Elementary Science Education
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    • v.31 no.1
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    • pp.1-12
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    • 2012
  • The purpose of this study was to explore instructional objectives of 'Wise Life' based on Bloom's Revised Taxonomy of Educational Objectives. It was to extend understanding the 7th and the revised Wise Life 2007 as well. The written objectives of two curriculum of Wise Life were divided into two, the 'knowledge' dimension and the 'cognitive process' dimension based on Bloom's Revised Taxonomy of Educational Objectives. Major activity subjects presented in the 7th and the revised Wise Life 2007 were dominantly the basic inquiry activity types. It was found from this research that the 'factual' knowledge of the 'knowledge' dimension and the 'understand' of the 'cognitive process' dimension took a large proportion of the revised Wise Life 2007 objectives. The 'meta-cognitive' knowledge was increased. 'Remember' of the 'cognitive process' dimension was decreased and the high level objectives as 'analyze' and 'create', in the 'cognitive process' dimension was increased from the 7th to the revised curriculum. The 'factual' knowledge, 'conceptual' knowledge and 'metacognitive' knowledge were engaged with 'understand' and the 'procedural' knowledge were engaged with 'apply'. The 'meta- cognitive' were engaged with 'create' is the 'procedural' knowledge in the revised Wise Life 2007. 'Remember' was decreased. 'Create' was increased in the basic inquiry activities. It was analysed in zero percent of 'Observing', 'Investigating and Presenting', and 'Making'.

Classifications of Instructional Objectives of Elementary Science based on Bloom's Revised Taxonomy of Educational Objectives (Bloom의 신 교육목표분류학에 기초한 초등학교 과학과 수업 목표 분석)

  • Kim, Young-Shin;Lee, Hae-Sook;Shin, Ae-Kyung
    • Journal of Korean Elementary Science Education
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    • v.26 no.5
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    • pp.570-579
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    • 2007
  • Instructional objectives clearly show what teachers should teach in the class and how they lead the class, focusing on a certain activity for their students in the class. Clear instructional objectives are a prerequisite for teachers to accomplish effectively their curriculum. The revised Bloom's taxonomy table of educational objectives has been introduced in 50 years since the publication of his original taxonomy table in 1956. Bloom's revised taxonomy table of educational objectives has two-dimensions, the "cognitive process" dimension and the "knowledge" dimension, and it classifies class objectives more elaborately and clearly. This study was designed to classify instructional objectives stated in elementary science guidebooks for teachers into Bloom's revised taxonomy table, and see how the objectives of elementary science classes were categorized by grade level and areas. In addition, this study examined how the objectives of elementary science classes by study area were classified into the new taxonomy table. This study classified 618 elementary science instructional objectives of third- to sixth-grade science guidebooks for teachers into Bloom's revised taxonomy table. The results showed that the objectives of elementary science classes emphasized disproportionately some of the knowledge and cognitive process dimensions. In the area of subjects while the percentages of factual knowledge were very high, those of meta-cognitive knowledge were low.

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Analysis of Instructional Objectives in a Teaching-Learning Material for Gifted Elementary Students in Science by Bloom's Revised Taxonomy of Educational Objectives (Bloom의 신 교육목표 분류학에 의한 초등 과학 영재교육 자료의 수업목표 사례 분석)

  • Ha, So-Hyun;Kwack, Dae-Oh
    • Journal of Gifted/Talented Education
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    • v.18 no.3
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    • pp.591-612
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    • 2008
  • In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

Comparison of Instructional Objectives of the 2007 Revised Elementary Science Curriculum with 7th Elementary Curriculum based on Bloom's Revised Taxonomy (Bloom의 신교육 목표 분류학에 기초한 초등학교 3, 4학년 과학과 7차 교육과정과 2007 개정 과학과 교육과정의 목표체계 비교)

  • Wee, Soo-Meen;Kim, Bo-Kyoung;Cho, Hyun-Jun;Sohn, Jung-Joo;Oh, Chang-Ho
    • Journal of Korean Elementary Science Education
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    • v.30 no.1
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    • pp.10-21
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    • 2011
  • The purposes of this study were to classify the objectives in elementary science for the 2007 revised national curriculum in accordance with Bloom's Revised Taxonomy of Educational Objectives, and to compare the classified data of 2007 revised curriculum with 7th national curriculum from a view of creative objectives. For the purpose, the frame and manuel was developed to classify the objectives. In this study, elementary science instructional objectives of third- to forth-grade level were classified through the frame. The finding of this study revealed that the objectives, stated in elementary science for the 2007 revised national curriculum, are biased to the 'conceptional knowledge', 'factual knowledge' and the 'understand' cognitive process dimension. And the remaining dimension of the Bloom's revised taxonomy is very scanty. Comparing with 7th national curriculum, the 2007 revised national curriculum's objectives system has not conspicuous improvement in creativity area. It was suggested to improve present objectives system, because of give learners more experience to opportunity about creativity.

Analysis of Summative Evaluation Objectives in Middle School Biology based on Bloom's Revised Taxonomy of Educational Objectives (Bloom의 신 교육목표분류에 기초한 중학교 생물 영역 총괄 평가 문항의 목표 분석)

  • Kim, Yoon-Hee;Yoon, Ki-Soon;Kwon, Duck-Kee
    • Journal of Science Education
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    • v.34 no.1
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    • pp.164-174
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    • 2010
  • The purpose of this study was to find out taxonomic characteristics of objectives infered from questions of summative evaluation by analyzing those objectives with Bloom's revised taxonomy of educational objectives. 1,711 questions of midterm and final examinations collected from 25 middle schools were analyzed to classify objective of each question. The major findings of the study were as follows: first, from the analysis of objectives in the knowledge dimension, the assessment of factual knowledge was most prevailing(67.6%) in the biology summative evaluation. In the cognitive process dimension, memory assessment was most dominant(76.1%). Thus, the main objectives of evaluation leaned toward particular classes in the Bloom's revised taxonomy, which was different from the findings of earlier studies on the weights of evaluation areas. Second, the level of the objectives should be determined in consideration of the grade of middle schoolers, as their cognitive level improves with grade. In fact, however, there was no difference among three grades in characteristics of objective taxonomy.

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An Analysis of Learning Objective Characteristics of Educational Programs of Centers for the University Affiliated Science-Gifted Education Using Semantic Network Analysis (언어네트워크분석을 활용한 대학부설 과학영재교육원 교육프로그램의 학습목표 특성 분석)

  • Park, Kyeong-Jin;Ryu, Chun-Ryol;Choi, Jinsu
    • Journal of Gifted/Talented Education
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    • v.27 no.1
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    • pp.17-35
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    • 2017
  • The purpose of this study is to analyze the learning objectives characteristics of educational programs of centers for the university affiliated science-gifted education using semantic network analysis, we examined the applicability of semantic network analysis in analyzing learning objectives by comparing the results of analysis with Bloom's revised taxonomy. For this purpose, 702 learning objectives presented in 169 science subjects were selected as subjects to be analyzed. After classifying and coding the learning objectives according to Bloom's revised taxonomy, we conducted a semantic network analysis to investigate the relationship between learning objectives. The results of the analysis are as follows. First, we looked at the number of learning objectives used for each subject, and about 3 elementary school levels and about 6 middle school levels were used. Second, the knowledge dimension such as 'factual and conceptual knowledge' and cognitive process dimension such as 'remember', 'understand', and 'create' was high regardless of the research method and school level. Third, the results of analysis based on the weighting through the semantic network analysis method, the elementary school level emphasize activities th be applied to the actual experimental process through learning about scientific facts, while the middle school level emphasize the understanding of scientific facts and concepts themselves. As a result, it can be seen that the semantic network analysis can analyze characteristics of various learning objectives rather than the conventional simple statistical analysis.

Analysis of Cognitive Learning Objectives in the 2007 Home Economics High School Textbooks and Achievement Standards by the Anderson's 'Revision of Bloom's Taxonomy of Educational Objectives' (Anderson이 개정한 'Bloom의 신교육목표 분류체계'에 의한 2007 개정 고등학교 기술.가정 교과서에 제시된 인지적 학급목표 및 성취기준 분석)

  • Lee, Gyeong-Suk;Yoo, Tae-Myung
    • Journal of Korean Home Economics Education Association
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    • v.23 no.3
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    • pp.53-68
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    • 2011
  • This study analyzed the learning objectives in the 2007 revised 10th grade Home Economics textbooks of 6 different publishing companies and the achievement standards developed by Ministry of Education, Science and Technology(2009). Two experienced coders performed initial analysis based on the 'revision of Bloom's taxonomy of educational objectives' and had subsequent conferences to reach an agreement on different results between coders. For knowledge dimension, the results show that the major types of learning objectives in the "Future Family Life" unit are mainly consisted of factual knowledge and procedural knowledge, where as those of "Family Life Culture" unit are consisted of factual knowledge and conceptual knowledge. The achievement standards in both "Future Family Life" and "Family Life Culture" units are solely in a factual knowledge major type. The sub-type of knowledge dimension of both learning objectives and achievement standards fall into 'a specific facts and knowledge component'. For cognitive process dimension, the results show that the leaning objectives are focused on 'understand' and 'analyze'. Those of achievement standards are 'analyse' in the "Future Family Life" unit and 'understand' in the "Family Life Culture" units. From the result of this study, we can conclude that both learning objectives and achievement standards do not adapt any meta-cognitive knowledge, higher order thinking, and cognitive process.

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Analysis on the Content Validity of the Korean Geography Subject College Scholastic Ability Test on the National Curriculum Achievement Standards (한국지리 대학수학능력시험의 교육과정 성취기준에 대한 내용타당도 분석)

  • Kim, Sihwa;Kang, Chang-Sook
    • Journal of the Korean association of regional geographers
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    • v.23 no.1
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    • pp.195-212
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    • 2017
  • This study analyzed on the content validity of the Korean geography subject evaluation questions on the College Scholastic Ability Test(CSAT) from 2014 to 2016 regarding the national curriculum achievement standards. The main results are as follows. First, from 'the knowledge dimension' aspect, both the achievement standard and the CSAT questions showed the highest ratio of 'factual knowledge'. Second, from 'the cognitive process dimension' aspect, the percentage of 'understand' was the highest in the achievement standard, whereas in the CSAT questions, the ratio of 'analyze' and complex type of 'analyze' and 'understand' was the highest. Third, in the result of the analysis of the content validity of the Korean geography CSAT questions through proportion test, all of the analysis targets showed 'a little low'. Finally, the content validity analysis showed that there was a significant difference between the main types of the achievement standards and the CSAT questions in the 'Geomorphological Environment and Ecosystem part' and 'Space of Production and Consumption part' from the cognitive process aspect, which showed relatively low content validity compared to other areas. The results of this study suggest that the achievement standards should be reflected on the Korean geography CSAT questions and it should not be focused on evaluating the learner's analysing ability.

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A Comparative Analysis of Achievement Standards of the 2007 & 2009 Revised Elementary Science Curriculum with Next Generation Science Standards in US based on Bloom's Revised Taxonomy (Bloom의 신교육목표분류체계에 기초한 2007 및 2009 개정 초등학교 과학과 교육과정과 미국의 차세대 과학 표준(Next Generation Science Standards)의 성취기준 비교 분석)

  • Choi, Jung In;Paik, Seoung Hye
    • Journal of The Korean Association For Science Education
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    • v.35 no.2
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    • pp.277-288
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    • 2015
  • The purpose of this study is to find the point for improvement through the comparative analysis of the 2007 & 2009 revised science curriculum, and the NGSS of the United States with Bloom's revised taxonomy. The results of the analysis confirmed that the revised curriculum in 2009 compared to the revised curriculum in 2007 has expanded the type of cognitive process and knowledge, which promote a higher level thinking. However, the revised curriculum in 2009 has been biased to the type of specific cognitive process and knowledge in cognitive process dimension and knowledge dimension as compared to the NGSS of the United States. In the revised curriculum in 2009, the type of cognitive process such as 'analyze,' 'evaluate,' 'create,' and the type of knowledge such as 'meta-cognitive knowledge' have been treated inattentively. In addition, through comparative analysis, it was identified that the type of cognitive process and knowledge that were neglected in achievement standards were not dealt with in the learning objective of teachers' guides, either. The revised curriculum should consist of achievement standards in comparison to the previous curriculum to reflect better the goals of science education. Therefore, it is necessary to create an achievement standards including various types of cognitive processes and knowledge by improving the method of statement of achievement standards of science curriculum.

Analysis of Knowledge and Competency for the Fourth Industrial Revolution Based on Anderson's Revision of Bloom's Taxonomy: Focused on Achievement Standard in the 2015 revised Practical Arts(Technology·Home Economics) (Bloom의 신교육목표 분류체계에 기초한 4차 산업혁명 시대에 요구하는 지식과 역량 분석: 2015 개정 실과(기술·가정) 교육과정의 가정과 성취기준을 대상으로)

  • Yang, Ji Sun;Lee, Gyeong Suk
    • Journal of Korean Home Economics Education Association
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    • v.30 no.3
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    • pp.129-149
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    • 2018
  • This study has attempted to analyze the achievement standards in the 2015 revised curriculum, based on the revision of Bloom's Taxonomy and aims to identify the knowledge and required competencies in the fourth industrial era. The results of this study are as follows: First, the knowledge dimensions was the highest 'metacognitive knowledge' in middle school, while 'factual knowledge' was the highest in high school, and 'knowledge of specific details and elements' was the highest subtype of all of the knowledge dimensions. The dimensions of the cognitive process, such as the terms 'apply' and 'analyze' in middle school, as 'understand' and 'evaluate' in high school have been treated inattentively. Second, the knowledge dimension and the cognitive process dimension according to key concepts display the metacognitive knowledge and 'understand' in development, the conceptual knowledge and 'understand' in relationship. While the 'metacognitive knowledge' and 'apply' in life culture, the 'procedural knowledge' and 'evaluate' in safety, the 'factual knowledge' and 'apply' in management and the 'metacognitive knowledge' and 'understand' in life design were extremely high. Third, the verbs used in the achievement standards displayed as 'explore', 'understand', 'analyze', 'practice', 'suggest', 'recognize' and 'evaluate'. Since the statement of the action verb is the very basis for determining the performance process, specific competencies may be achieved by reflecting on the actual achievement standards. These standards should provide us with a effective cognitive process for to understand a learner's performance skills and support the direction of the education required, through a strategy that refines the connection between content elements and functions and develop their competences for the future.