Revised Bloom's Taxonomy process dimensions as a framework for framing value education objectives¶

Theory · All theories
Evidence · no claims cited

Description¶

The article adopts Anderson and Krathwohl's (2001) Revised Bloom's Taxonomy, in which "six process dimensions" are named "Remember, Understand, Apply, Analyze, Evaluate and Create." These dimensions "represent a continuum of increasing cognitive complexity from lower order thinking skills to higher order thinking skills," starting at Remember and reaching Create, with nineteen specific cognitive processes clarifying their scope. The article uses this taxonomy as the organizing framework for setting value education objectives and planning transaction activities in each dimension.

Design Implications¶

Context¶

Requirements¶

• Teachers frame learning objectives in accordance with the cognitive process that may take place in the corresponding process dimension.

Constraints¶

Target Learners¶

• school students in India

Target Learning Objectives¶

• value acquisition and value potential across cognitive process dimensions from remembering to creating

Claims¶

Related Theories¶

• ICAP-Bloom adapted coding scheme for cognitive engagement in online discussion posts

Examples¶

• Six-phase assignment process mapped to BRT cognitive steps
• Bloom-level mapping of exercise difficulty levels in AI exercise generation

Key Sources¶

• Sankaranarayanan Paleeri. (2014). Setting Objectives of Value Education in Constructivist Approach in the Light of Revised Blooms Taxonomy (RBT). i-manager's Journal of School Educational Technology. https://www.imanagerpublications.com