Bloom Taxonomy Of Educational Objectives And The Modification Of Cognitive Levels

Authors

  • Francis A Adesoji

DOI:

https://doi.org/10.14738/assrj.55.4233

Abstract

The author is of the opinion that the Bloom taxonomy of educational objectives particularly the six cognitive levels should reflect the levels of cognitive development and thinking of students. This thinking pattern would no doubt, reflect the student’s environment and his genetic composition. In the light of this, Bloom’s cognitive levels should not be generalised and it would be better if the six levels are collapsed into low, Medium and high cognitive process.

References

Anderson, L.W., & Krathwohl, D.R (2001). A Taxonomy for Learning, Teaching and Assessing, Abridged Edition. Boston, MA: Allyn and Bacon

Anderson, Lorin W. & Krathwohl, David R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy. New York. Longman Publishing

Carroll B. John (1993) Human Cognitive Abilities. A survey of factor-analytic studies: Cambridge University Press 978-0-521-38275-5. Frontmatter

Pohl (2000). Learning to Think, think to Learn. Retrieve from http://www.kurwongbss.gld.edu.au/thinking/Bloom/blooms.htm

Uri Zoller & Georgious Tsaparlis (1997). Higher and Lower-Order Cognitive Skills: the case of Chemistry, Research in Science Education. Vol 27(1) pp 117 – 130

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Published

2018-05-28

How to Cite

Adesoji, F. A. (2018). Bloom Taxonomy Of Educational Objectives And The Modification Of Cognitive Levels. Advances in Social Sciences Research Journal, 5(5). https://doi.org/10.14738/assrj.55.4233

Issue

Vol. 5 No. 5 (2018): Advances in Social Sciences Research Journal

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Articles

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Copyright (c) 2018 Advances in Social Sciences Research Journal

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