Taxonomy of Educational Objectives by Bloom | Bloom Taxonomy
• Taxonomy of Educational Objectives According to Bloom
The most modern and scientific taxonomy of educational objectives was done by Benjamin S. Bloom and his colleagues in 1956. This Taxonomy of Bloom is known as 'Taxonomy of Educational Objectives'.
• What is Bloom Taxonomy
All educational objectives have been standardized under the Bloom taxonomy. Due to which it has been widely recognized in all the countries of the world. With this, communication between all the teachers, examiners and people related to education can be completed in a concise, pure and simple manner.
Bloom's taxonomy of educational objectives is divided on the basis of three domains of human personality. This three-dimensional division of educational objectives (Bloom's Taxonomy) given by Bloom and his colleagues is still widely used in the field of education.
Bloom's lesson plan is based on objectives. The development of the child's personality takes place in three learning domains.
1. Congnitive Domain (Knowledge Based)
2. Affective Domain (Emotion Based)
3. Psychomotor Domain (Action Based)
Change and development in the behavior of the child takes place in these three domains of personality. Taking this as the basis, Bloom has divided educational objectives into three domain -
1. Objective of Congnitive Domain
2. Objective of Affective Domain
3. Objective of Psychomotor Domain
• Objectives of Congnitive Domain
This domain includes those objectives that are related to the recall and recognition of knowledge and the development of intellectual abilities.
Bloom has classified the objectives of the cognitive field according to the complexity and sequence of mental processes. This domain is concerned with the acquisition of information and facts and knowledge. Objectives under this domain are related to the recall of knowledge, recognition and development of intellectual abilities.
The objectives of this domain are divided into 6 sections. They are arranged in order from simple to complex. It is necessary to overcome these six levels in order to develop the cognitive side through cognitive purpose.
1. Knowledge
The knowledge objective is the lowest objective of the cognitive level. Knowledge objective includes knowledge of the following -
1. knowledge of specific facts
2. knowledge of terminology facts
3. knowledge of unrelated facts
4. knowledge of symbols
5. knowledge of convention
6. knowledge of trends and sequences
7. knowledge of criteria
8. knowledge of methodology
9. Knowledge of categories and classification
10. Knowledge of theories and principles
2. Comprehension
Comprehension is the aim of a higher level than knowledge. Comprehension means to develop understanding towards new knowledge. It can also be defined as an meaning eclipse. On achieving the objective of Comprehension, the student performs three types of activities namely translation, extrapolation and interpretation.
3. Application
At the application level, the learner uses the learned knowledge to solve problems in new situations. The ability to use rules, systems, concepts, principles according to the circumstances can be included in this.
It consists of the following three actions
1. Analysis of the new situation
2. Recall the related Previous knowledge
3. Use the recall facts to solve the new situation
4. Analysis
At the analysis level, the student analyzes a text and divides it into the elements that made it and establishes relationships among them. The nature of the organizational structure of the subject matter can be understood by this action.
It consists of the following three actions
1. Analysis of elements
2. Analysis of relationship
3. Analysis of organizational principles
5. Synthesis
Synthesis refers to the capacity in which different parts of the subject matter can be combined into a new totality.
At the synthesis level students collect the analyzed elements obtained from various sources and use their creative abilities to create a new object.
e.g. formulation of hypothesis on the problem of students not participating in co-curricular activities (formation of hypothesis for new problem solving).
6. Evaluation
Evaluation is concerned with the ability to test the usefulness of the reading material. The evaluation test should be based on certain parameters.
This is the highest level of the cognitive domain. At this stage, one can critically interpret various ideas, rules, methods, principles, etc. and develop the ability to make quantitative and qualitative decisions in relation to these.
For example, you can present your critical comment on the inclusion of life skills in the curriculum with examples.
• Objective of Affective Domain
The affective domain includes those motives which are related to the child's interests, attitudes, feelings, sensations and values of the child.
The affective domain is mainly related to the interest and attitude of the child. The objectives of the affective side are divided into 6 classes according to the level.
1. Receiving - This is the first and lowest level of the affective domain. To sensitize the learner to receive that material, subject matter i.e. he should be willing to learn. example, being interested to know the effect of pollution.
There are three levels of receiving -
1. Awareness of the phenomena
2. Willingness to receive
3. Controlled or selected attention
2. Responding - In this, the student not only attention phenomena to the action but also reacts to the new knowledge. On achieving this objective, the student becomes fully engaged in the activity and works for his own satisfaction. For example, to engage oneself in various co-curricular activities of science.
There are three levels of receiving -
1. Acquiescence in responding
2. Willingness to responding
3. Satisfaction in responding
3. Valuing - This class of motives is based on the beliefs and attitudes of the individual. It is related to acceptance and belief in values.
There are three levels of receiving -
1. Acceptance of values
2. Preference for values
3. Commitment for values
4. Conceptualization of values - continuity and permanence are essential parts of value. On this person recognizes the relation between old values and new values. It makes comparative evaluation of different values by analysis, differentiation and generalization.
5. Organization of value system - A system of values is formed at this level. The conflict between values ends in the person and the interrelationship between values establishes adjustment.
6. Characterization - It occupies the highest position in the classification of affective level motives. At this stage the values are fully accepted by the person and his behavior is controlled accordingly. Like strong confidence to achieve success in a difficult task.
• Objectives of Psychomotor Domain
The psychomotor domain includes those objectives which are related to the child's functional or psychomotor skills. In this, the movements of different organs and muscles are organized or trained in a particular pattern to perform a particular task. The psychomotor domain is divided into 6 sections.
1. Impulsion - This is the first level of the actional level. In this, there is a simulation towards an object, action or action of impulsion of an action.
2. Manipulation - Selection of suitable action, performing dynamic activities, differentiation in muscle motions etc.
3. Control - Controlling actions related to a motor skill.
4. Coordination - To establish coordination between different activities.
5. Naturalization - Naturalness in the editing of actions.
6. Habit formation - This is the highest level of development of the actional side. On attaining this level, these behaviors are developed in the student -
development of automatic style of work, efficient handling of difficult tasks and dexterity in work by spending less time and less energy. Such as making maps, graphs or drawings.
• Cognitive, affective and psychomotor domain relationships
Bloom explains the relationship between cognitive and affective level of objectives, saying,
"At the highest level of affective taxonomy, the relationship between cognitive and affective processes become very pronounced. we can say that the man who has achieved a philosophy of life, a man who has arrived at this truth through painful intellectual effort in which the more complex mental processes of cognitive taxonomy are clearly functioning."
Also Read :
Comments
Post a Comment
Ask me anything here...