Cognitive Domain

Bloom's taxonomy of cognitive domain.

1. J S S MAHAVIDYAPEETA M Y SURU J S S I N S T I TUTE OF EDUCATION S A K A L E SHPURA - 5 7 3 1 3 4 T O P I C : T E C H N I Q UES , M E T H ODS A N D A P P R O ACH S O F P E D A G O G Y S E M I N A R S U B J E CT : C O G N I TIVE D O M A I N S u b m i t t e d b y G A G A N A B R e g N o : E D 2 1 1 6 2 2 S u b m i tted t o D r . P R A B H U S W A M Y . M A s s istant professor

2. C O N T E N T S I n t roduction E d u cational o b j e ctive s B l o o m 's taxonomy C o g n i tive d o m a in C o n c l u sion R e f e r ences

3. I N TRODUCTION T h e c o g n i tive domain i n v o lves k n o wledge a n d t h e d e velopment o f i n t e llectual s k ills s u ch a s c r itical thinking , problem s olving e t c . I t i s t h e f i rst domain among the Bloom's taxonomy of education a l objectives . T he cognitive hierarchy spans from simple memorization designed to build the knowledge of learners , to creating something new based on previously learned information .

4. E D U CATIONAL OBJECTIVES E d ucational objectives a re the statement of those changes in behaviour which are desired as a result of specific learner and teachers activity . S o m e o f the o b j e c t ives o f e d u c a t ional s y s t e m s E d ucation s h o uld d e velopment t h e individual p h y s i cally , mentally a n d s piritually . E d ucation s h o u l d p r o d u c e e f f ective individuals s o t h a t t h e y r e a l i ze t h e ir responsibility t o wards society .

5. E d ucation should m a ke a m a n c a p a b l e o f e a r ning h i s l i v e l i h o od t o e n j o y a h a p p y a n d s e c u r e l i f e . E d u cation should e n a b le t h e m to b r i ng a desirable c h a n ge i n s o c i ety . E ducation should enable u s t o m o ve w ith t i me a n d a t t a i n e x c e l l ence i n science a n d technology . E d ucation e n a b l e s t h e acquisition of v a l u e s w h i ch i n t u r n c u l t i v a t e a g ood q u a lities l i k e c o - o p e r a t ion , g ood w i l l , f o r g i v e ness , t o l e r ance , h o n e s t y , p a t i e n c e e t c a n d e n c o urage u n i v e r s a l b rotherhood .

6. B L O O M ' S T A X ONOMY T o a c h ieve a l l t h o se a b o v e o b j e c tives o f e d u cation B e n j a m i n B l o o m a n d h i s c o lleagues p u b l ished a t a x o n o my o f e d u cational objectives , k n o w n a s B l o o m 's taxonomy . I t i s o n e o f t h e m o st r e c o g n i sed l e a r n i ng t h e o r i es i n t he fi eld of e d u cation . E d u c a t o r s u s e B l o o m 's taxonomy t o c r e ate l e a r n i ng o u t comes t h a t t a r g et n o t o n l y s u b j ect m a t ter b u t a l s o t he d e p t h o f l e a r ning t h e y w a n t s t u d e n t s t o a c h i eve .

7. B l o o m 's taxonomy i s a s e t o f t h r e e h i e r a r chical m o d e l s u s e d t o c l a s sify e d u cational l e a r n i ng o b j e ctives i n t o l e v e ls o f c o m p l e x i ty a n d s p e c i f i c i ty . B l o o m 's taxonomy c o m p r i ses t h r e e learning d o m a i ns a n d t h e s e d o m a ins a h i e r a r chy t h a t c o r r e s ponds t o d i f f erent l e v e ls o f l earning . C o g n i tive : m e n t a l s k i lls ( k n o wledge ) A f f e c t i v e : e m o t i onal a r e a s ( a t t i tude ) P s y c h o m otor : m a n u a l o r p h y s i cal s k i lls ( s k i l l s )

8. C O G N ITIVE DOMAIN T h e cognitive domain i n v olves knowledge and the development of intellectual skills . T h e r e are six m a j or c a t e g ories , s t a r t ing f rom s i m p l e s t b e h a v i our t o t h e m o st c o m p l e x . T h e c a t e g o ries c a n b e t a u g h t a s d e g r e e o f d i f f i c u l t i es i e , t h e f i r s t o n e m u s t b e m a s t e r e d b e f ore the n ext o ne t a k e s p l a c e . K n o wledge C o m p r e h e n s i o n A p p l ication A n a l y s i s S y n t hesis E v a l uation

9. 1 . K n o wledge : r e c a l l d a t a o r i nformation . A c t i v e v e r b s : d e f i n e , d e s c r i b e s , i d e n t ify , o u t l i ne , Recognise, r e p r o d u c e , s e l e c t . E x a m p l e : A m u l t i ple c h o ice t e s t designed t o t e s t m e m o r y o f l e a r n e rs . 2 . Comprehension : T h i s d o m a in i s c o n c erned w i th g r a s p ing t h e m e a n i ng of the i n f o rmation r e c e ived a n d r e l a t i n g i t f o r o t h e r p u r poses . A c t i ve verbs : A n a l y s e , i d e n t ify , c r i t i z i s e , c o n c l u d e , select , d i f f e r e n t i a t e , discriminate, i l l u s t r a t e e t c E x a m p l e : W r i te a short p a p e r summarising t h e p l o t a n d m o s t i m p ortant e v e nts i n t he p l a y .

10. 3 . A p p l i c ati o n : T h i s d o main i s c oncerned with th e a b ity to u s e the l e a r n e d m a t e r ial , t h e o r ies , p r i n c i p l es , a b s t r a c t i n a n e w s i t u ation i n a w o r k p l a c e . A c t ive v e r b : A p p l y , d e m o n s t rate , d e v e l o p , e m p l o y , r e l a t e , p r o d u ce , m o d i f i e s , p r e p a r e , e t c E x a m p l e : W r i t e a n a d v i c e c o l u m n responding t o o n e o f t h e c h a r a c t ers i n a p l a y . 4 . A n a l y sis : T h i s d o m ain i s c o n c e r ned w ith t he c o g n i tive a b i lity t o i d e n tify t h e c o m p o n e nt p a r ts o f t he l e a r n ed m a t erial a n d t h e i r relationship . A c t ive v e r b s : A n a l y s e , i d e n tify , c r i t i z i s e , c o n c l u de , s e l e c t , d i f f e r e n t i a t e , d i s c r i m i n a te , i l l u s trate e t c E x a m p le : W r i te a n a n a l y t i cal p a p e r c o m p a ring t h e a n t a g o n i st a n d p r o t o g o n i s t o f t h e p l a y .

11. 5 . S y n t hesis : I t i s concerned with p u t t ing t o gether o f p a r t s a n d e l e m ents s o a s t o f o r m a w h o l e . A c t ive v e r b : C o m b i n e , s u m m a r i z e , p r e c i s e , d i s c u s s , g e n e r a l i z e , o r g a n i s e , r e c o n s t r u c t , p l a n , m o d i f y , e t c . E x a m p l e : C r e a t e a s h o rt s t ory u s i ng s i m i lar p l o t d e v i c e s i n a n e w t i m e o r s e t t ing . 6 . E v a luation : M a k e j u d g e m e nts a b o u t t h e v a l u e o f i d e a s o r m a t e r ial s . A c t ive v e r b s : C o m p a r e s , c o n c l u d e , critizise , i n t e r p r e t s , e v a l u a t e , s u m m a r i z e s , e x p l a i n , e t c . E x a mple : W r i te a r e s p o n se t o o ne of the e v ent i n t h e p l a y , e i ther s u p p o r t i ng o r r e j e c t i n g t h e i r a c t ions o n t he b a s i s o f e v i d e nce f r om t h e p l a y a s w e l l a s p e r s o n a l o p i n i on .

12. C O N C L U SION B l o o m 's taxonomy i s a v a l u a b le t o o l f o r e d u cation b e c a use i t p r o vides a f r a mework f o r e d u c a t o r s a b o u t f u n d a m e ntal e d u c a tional concepts . I t s h o ws t h a t l e a r ning s h o uld h a p p en f r om s i m p l est f o r m a n d m o v e t o w ards c o m p l e x ity . B e f ore t h e n e x t o n e c a n t a k e p l a c e o n e m u s t b e m a s t e r ed t h e f i r s t o n e . Bloom's taxonomy is e a s i l y u n d erstood a n d m o st w i d e l y a p p lied o n e .

13. R E F E R ENCES D r . M a l i n i . L . , 2 1 6 , T e c h n i ques , M e t h o ds a n d A p p r o a ches o f P e d a d o g y , V i s m a y a P r a k a s h a n a . P p 3 3 - 3 9 . https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/course-design/blooms-taxonomy#:~:text=The%20cognitive%20domain%20is%20focused,original%20group%20of%20Bloom's%20researc