BRT clue variable paradigm shift: clues become the learning field itself¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 design), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article proposes a paradigm shift in which Bloom's clue variable, originally a parameter affecting teaching quality, is elevated to directly define the learning unit. The article states: "The article removes the clue variable revealed by the taxonomy from the parameters that affect the learning quality and transforms it into an element that directly defines the learning unit." Each borrowed discipline defines a new area of discovery, learning, and creation, replacing the clue's accompanying and supporting role.

Design Implications¶

Context¶

Requirements¶

• Clues must be borrowed from a different discipline each time to define the design problem

Constraints¶

• The trial was conducted within first-year basic design education at Gazi University Department of Architecture

Target Learners¶

• first-year architecture students

Target Learning Objectives¶

• basic design principles and elements
• creative thinking
• discovery-based learning

Claims¶

• A course schedule guided by Bloom's Revised Taxonomy is proposed to raise the planned contribution ratings of six program learning outcomes [+W]
• Students exemplified discovered clues when explaining their designs orally [+W]

Related Theories¶

• Taxonomy of Educational Objectives: Relational Domain
• Bloom's Taxonomy

Examples¶

• Use discipline-specific clues as design problems to foster analyze and evaluate steps

Key Sources¶

• Sözen, G., & Özen-Yavuz, A. (2024). Proposing a course schedule for architectural basic design studio guided by Bloom's Revised Taxonomy. Turkish Journal of Education, 13(4), 379-409. https://doi.org/10.19128/turje.1495965