Probing Internal Assumptions of the Revised Bloom’s Taxonomy-Reference-Cited by-同舟云学术

Probing Internal Assumptions of the Revised Bloom’s Taxonomy

Published:2022-12 Issue:4 Volume:21 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Larsen Tori M.¹²³,Endo Bianca H.¹,Yee Alexander T.⁴,Do Tony⁵,Lo Stanley M.¹⁶

Affiliation:

1. Department of Cell and Developmental Biology, School of Biological Sciences, University of California San Diego, La Jolla, CA 92093

2. Program in Biological Sciences, Northwestern University, Evanston, IL 60201

3. Department of Anthropology, Northwestern University, Evanston, IL 60201

4. Department of Chemical and Biological Engineering, Northwestern University, Evanston, IL 60201

5. Preuss School, University of California San Diego, La Jolla, CA 92093

6. Program in Mathematics and Science Education, University of California San Diego, La Jolla, CA 92093

Abstract

Bloom’s taxonomy is a widely used classification of learning objectives and assessments in biology education. It is important to understand the underlying assumptions of the taxonomy. This paper empirically examines the independence of the knowledge-type and cognitive-process dimensions and the use of action verbs as proxies for cognitive processes.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference64 articles.

1. Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning?

2. A Survey of Exact Inference for Contingency Tables

3. Approaches to Cell Biology Teaching: Questions about Questions

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