TMN3706
ASSIGNMENT 02
DUE: 24 JUNE 2024
UNIQUE NO: 530293
YEAR MODULE
, Question 1
1.1 Bloom’s Taxonomy of Learning in the Cognitive Domain
Bloom’s Taxonomy, a framework for categorizing educational goals, was
first introduced by Benjamin Bloom and his colleagues in 1956. It has
since been widely adopted to enhance teaching and learning processes.
The taxonomy consists of six levels: Knowledge, Comprehension,
Application, Analysis, Synthesis, and Evaluation, which were later
revised to Remembering, Understanding, Applying, Analyzing,
Evaluating, and Creating by Anderson and Krathwohl in 2001. Each level
represents a step towards higher-order thinking skills.
Remembering is the ability to recall facts and basic concepts, forming
the foundation of learning. It involves activities like listing, describing,
and identifying. For example, students might be asked to list the
elements of the periodic table (Krathwohl, 2002).
Understanding goes beyond memorization. It involves explaining ideas
or concepts, interpreting, and summarizing information. For instance, a
student might summarize the main ideas of a text or explain the causes
of a historical event (Anderson & Krathwohl, 2001).
Applying involves using information in new situations. This means
implementing learned concepts in different contexts, such as solving
mathematical problems using learned formulas or applying a scientific
principle to a real-world scenario (Forehand, 2010).
Analyzing is about breaking information into parts to understand its
structure. This includes differentiating, organizing, and attributing. An
example would be analyzing the components of a scientific theory and
understanding how they interrelate (Krathwohl, 2002).
ASSIGNMENT 02
DUE: 24 JUNE 2024
UNIQUE NO: 530293
YEAR MODULE
, Question 1
1.1 Bloom’s Taxonomy of Learning in the Cognitive Domain
Bloom’s Taxonomy, a framework for categorizing educational goals, was
first introduced by Benjamin Bloom and his colleagues in 1956. It has
since been widely adopted to enhance teaching and learning processes.
The taxonomy consists of six levels: Knowledge, Comprehension,
Application, Analysis, Synthesis, and Evaluation, which were later
revised to Remembering, Understanding, Applying, Analyzing,
Evaluating, and Creating by Anderson and Krathwohl in 2001. Each level
represents a step towards higher-order thinking skills.
Remembering is the ability to recall facts and basic concepts, forming
the foundation of learning. It involves activities like listing, describing,
and identifying. For example, students might be asked to list the
elements of the periodic table (Krathwohl, 2002).
Understanding goes beyond memorization. It involves explaining ideas
or concepts, interpreting, and summarizing information. For instance, a
student might summarize the main ideas of a text or explain the causes
of a historical event (Anderson & Krathwohl, 2001).
Applying involves using information in new situations. This means
implementing learned concepts in different contexts, such as solving
mathematical problems using learned formulas or applying a scientific
principle to a real-world scenario (Forehand, 2010).
Analyzing is about breaking information into parts to understand its
structure. This includes differentiating, organizing, and attributing. An
example would be analyzing the components of a scientific theory and
understanding how they interrelate (Krathwohl, 2002).
