Bloom's Taxonomy
Bloom's taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analysing and evaluating, rather than just remembering facts (rote learning). (Blooms taxonomy of learning domains, 2013)
There are three types of learning. They are:
• Cognitive: Mental skills (knowledge) (Blooms taxonomy of learning domains, 2013)
• Affective: Growth in feelings or emotional areas (Attitude or self) (Blooms taxonomy of learning domains, 2013)
• Psychomotor: Manual or physical skills (Blooms taxonomy of learning domains, 2013)
The Cognitive Domain
The cognitive domain involves knowledge and development of intellectual skills. (Blooms taxonomy of learning domains, 2013). It is the domain of learning that primarily engages the intellect to understand and supply concepts. There are six major categories that range from the simplest behaviour to the most complex behaviour.
1. Knowledge - To be able to recall specific and general items of information and also information about method...
The concepts behind Bloom and Perry’s Taxonomies provide interesting and different ways to view graduate school education, and really education in the most general sense. On one side, you have Bloom’s Taxonomy which is very lineal and presents the idea that education is a building block effect of sorts which is illustrated as a pyramid. The higher you go the smaller the pyramid becomes until you reach the top, evaluation stage of learning. Perry’s Taxonomy on the other hand presents frameworks of sorts that explain how students retain knowledge and learn. Neither Bloom or Perry’s Taxonomy is better than the other, rather they work together to provide contrasting views on learning.
‘the act of knowing using mental processes such as imagining, remembering, understanding, generalising, finding reasons and causes, making inferences, decision making, forming preferences, desires and intentions, planning and learning’ (Doherty & Hughes, 2009:257)
But what is this “knowledge”? The dictionary defines knowledge as “facts, information, and skills acquired through experience or education; the theoretical or practical understanding of a subject.”1 However, the whole idea of knowledge differs from person to person. In todays world, knowledge is of many types and is very complex and variable. The two main types of knowledge are Personal Knowledge and Shared Knowledge. Personal knowledge refers to the knowledge one acquires by acquaintance and first hand experience. It is gained through practice, personal involvement and observation and is influenced by one’s circumstances, values and interests. One’s perspective is both influenced and contributes to one’s personal knowledge. On the other hand, Shared knowledge refers to the knowledge possessed by more than one person. It is clearly structured as it is a product of many people and has been agreed upon by many people. It is also influenced by the diverse cultures present within the communities and reflects the attitude of the society towards the different areas of knowledge.
According to Hutchison (2015), “Cognition can be defined as our conscious or preconscious thinking processes-the mental activities of which we are
Memory is the process of acquiring, storing and retrieving information. Memories sub-consciously influence the way we perceive novel situations in our environment as well as how we interpret future events. Memory is of the following types: Immediate, Short term, Long term and Specific
Acquisition of memory- for the amount of information from the person during the time of the issues or crime activity.
Cognitive development is the growth in children's ways of thinking about and interacting with their environment. Young children initially learn about the world through active, physical exploration and then gradually develop the ability to think symbolically and logically about their experiences. Children are curious explorers, and their cognitive development involves learning new concepts and testing a variety of ideas.
Knowledge can be said to be information that the brain has received that meets a
As result of the early studies, psychologists came up with three methods of testing what is forgotten or remembered. They believe there are three categories information learned falls under recall, recognition and relearning. According to these methods, they were able to determine roughly how much is remembered. Recall occurs when an individual can retrieve information without cues, while during the proc...
Knowledge triggers information. There are two ways of describing knowledge. Declarative knowledge is described as “knowing what and why the knowledge of facts and concepts that can be stated or declared” (Ambrose et al., 2010 P?) School students use declarative knowledge in subjects such as chemistry. The mixing of chemicals can cause dangerous effects, if the students does not learn what chemicals should/should not be mixed together and why. A second type of knowledge is often referred to as procedural knowledge, because it involves knowing how and when to apply various procedures, methods, theories, styles, or approaches. (Ambrose et al., 2010). A student applies procedural knowledge in a subject such as math, when they explain how they got to their answer by showing their work step by
Some of the information learned include the knowledge and skills acquired over a period of time. The main memory settings include the working and long-term memories. The process of keeping information in the memory is called storage and the subsequent taking information from the memory is called retrieval. The process of retrieval may be easy or may require some effort depending on the relevance, attitude, and amount. However, the memory can be divided into sensory memory that is used to keep information in an unencoded form for easy
Ceri Dean discussed two types of knowledge: one is declarative knowledge and the other is procedural knowledge. Declarative knowledge refers to factual knowledge and the information a person knows (n.d.,2017). While on the other hand, Procedural Knowledge is knowing how to perform certain activities with that knowledge (n.d.,2017). Some researchers on this topic believe that knowledge starts with declarative knowledge and procedural knowledge is acquired through inference from existing knowledge (n.d.,2017).
...., & Ay, S. (2008). "Different Approaches – Common Implications: Brain-Based And Constructivist Learning From A Paradigms And Integral Model Perspective." Journal of Turkish Science Education 5.3 (2008): 124-129. Journal of Turkish Science Education (TUSED) . Web. 3 Mar. 2014.
Piaget argued that cognitive development is based on the development of schemas. This refers to a psychological structure representing all of a person’s knowledge of actions or objects. To perform a new skill which the person has no schema, they have to work from previous skills that they have. This is called assimilation, where they have pulled previous schemas together then adapted and changed them to fit their task through accommodation.
Cognitive Psychology is focused on learning based on how people perceive, remember, think, speak and problem-solve. The cognitive perspective differs in...