Domains of Learning tartom

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Domains of Learningtartomány

• Besides the four basic levels of learning,
  educational psychologists have developed several
  additional levels. These classifications consider
  what is to be learned. Is it knowledge only, a
  change in attitude, a physical skill, or a
  combination of knowledge and skill? One of the
  more useful categorizations of learning
  objectives includes three domains cognitive
  domain (knowledge), affective domain (attitudes,
  beliefs, and values), and psychomotor domain
  (physical skills). Each of the domains has a
  hierarchy of educational objectives.
• The listing of the hierarchy of objectives is
  often called a taxonomy.
• A taxonomy of educational objectives is a
  systematic classification scheme for sorting
  learning outcomes into the three broad categories
  (cognitive, affective, and psychomotor) and
  ranking the desired outcomes in a developmental
  hierarchy from least complex to most complex.

http//penta2.ufrgs.br/edu/bloom/teobloom.htm
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• Cognative Domain
• The cognitive domain, described by Dr. Benjamin
  Bloom, is one of the best known educational
  domains. It contains additional levels of
  knowledge and understanding and is commonly
  referred to as Bloom's taxonomy of educational
  objectives.
• In aviation, educational objectives in the
  cognitive domain refer to knowledge which might
  be gained as the result of attending a ground
  school, reading about aircraft systems, listening
  to a preflight briefing, reviewing meteorological
  reports, or taking part in computer-based
  training. The highest educational objective level
  in this domain may also be illustrated by
  learning to correctly evaluate a flight maneuver,
  repair an airplane engine, or review a training
  syllabus for depth and completeness of training.
  Cognative Domain
• The cognitive domain, described by Dr. Benjamin
  Bloom, is one of the best known educational
  domains. It contains additional levels of
  knowledge and understanding and is commonly
  referred to as Bloom's taxonomy of educational
  objectives.
• In aviation, educational objectives in the
  cognitive domain refer to knowledge which might
  be gained as the result of attending a ground
  school, reading about aircraft systems, listening
  to a preflight briefing, reviewing meteorological
  reports, or taking part in computer-based
  training. The highest educational objective level
  in this domain may also be illustrated by
  learning to correctly evaluate a flight maneuver,
  repair an airplane engine, or review a training
  syllabus for depth and completeness of training.

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• Affective Domain
• The affective domain may be the least understood,
  and in many ways, the most important of the
  learning domains. A similar system for specifying
  attitudinal objectives has been developed by D.R.
  Krathwohl. Like the Bloom taxonomy, Krathwohl's
  hierarchy attempts to arrange these objectives in
  an order of difficulty.
• Since the affective domain is concerned with a
  student's attitudes, personal beliefs, and
  values, measuring educational objectives in this
  domain is not easy. For example, how is a
  positive attitude toward safety evaluated?
  Observable safety-related behavior indicates a
  positive attitude, but this is not like a simple
  pass/fail test that can be used to evaluate
  cognitive educational objective levels. Although
  a number of techniques are available for
  evaluation of achievement in the affective
  domain, most rely on indirect inferences.

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• Psychomotor Domain
• There are several taxonomies which deal with the
  psychomotor domain (physical skills), but none
  are as popularly recognized as the Bloom and
  Krathwohl taxonomies. However, the taxonomy
  developed by E.J. Simpson also is generally
  acceptable.
• Psychomotor or physical skills always have been
  important in aviation. Typical activities
  involving these skills include learning to fly a
  precision instrument approach procedure,
  programming a GPS receiver, or using
  sophisticated maintenance equipment. As physical
  tasks and equipment become more complex, the
  requirement for integration of cognitive and
  physical skills increases.

                                                                    
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• Practical Application of Learning Objectives

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Adapted from Bloom, B.S. (Ed.) (1956) Taxonomy
of educational objectives The classification of
educational goals Handbook I, cognitive domain.
New York  Toronto Longmans, Green
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Evaluation

• compare and discriminate between ideas
• assess value of theories, presentations
• make choices based on reasoned argument
• verify value of evidence
• recognize subjectivity
• Cues assess, decide, rank, grade, test, measure,
  recommend, convince, select, judge, explain,
  discriminate, support, conclude, compare,
  summarize

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• Note IPSI uses Bloom's work as modified by
  Simpson and Kratwold to create three domains
• cognitive,
• psychomotor,
• and afective.
• The first, second and fourth levels of Bloom form
  the cognitive domeain. The third level of Bloom
  forms the psychomotor domain and the fifth and
  sixth levels of Bloom form the affective domain.
  Accordingly, content will be parsed into one of
  nine categories --- three levels of cognitive,
  three of psychomotor and three of affective.
  These nine categories are sufficiently precise so
  that prescriptions regarding instruction and
  testing can be aligned with the intent expressed
  in content goals.
• Retrieved from "http//en.wikibooks.org/wiki/Bloom
  27s_Taxonomy"

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Benjamin Bloom

• created this taxonomy for categorizing levels of
  abstraction - thus providing a useful structure
  in which to describe Lesson Plan Components
  Interest Approach, Discussion, Presentation,
  Demonstration, and Test Items. Content Goals
  start with an active verb. Note the 'Cues' below,
  which suggest active verbs that may be used when
  creating Lesson Plan Components.
• See the Example Lesson Plan.

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Knowledge

• observation and recall of information
• knowledge of dates, events, places
• knowledge of major ideas
• mastery of subject matter
• Cues list, define, tell, describe, identify,
  show, label, collect, examine, tabulate, quote,
  name, who, when, where, etc.

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Comprehension

• understanding information
• grasp meaning
• translate knowledge into new context
• interpret facts, compare, contrast
• order, group, infer causes
• predict consequences
• Question Cues summarize, describe, interpret,
  contrast, predict, associate, distinguish,
  estimate, differentiate, discuss, extend

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Application

• use information
• use methods, concepts, theories in new situations
  
• solve problems using required skills or knowledge
  
• Cues apply, demonstrate, calculate, complete,
  illustrate, show, solve, examine, modify, relate,
  change, classify, experiment, discover

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Analysis

• seeing patterns
• organization of parts
• recognition of hidden meanings
• identification of components
• Cues analyze, separate, order, explain, connect,
  classify, arrange, divide, compare, select,
  explain, infer

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Synthesis

• use old ideas to create new ones
• generalize from given facts
• relate knowledge from several areas
• predict, draw conclusions
• Cues combine, integrate, modify, rearrange,
  substitute, plan, create, design, invent, what
  if?, compose, formulate, prepare, generalize,
  rewrite