Bloom's Taxonomy: A Systematic Overview
Bloom's Taxonomy is a hierarchical model used to classify educational learning objectives into levels of complexity and specificity. It was first introduced by Benjamin Bloom in 1956, and it has since been widely used in education to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning).
Bloom's Taxonomy is divided into three domains:
- Cognitive Domain (Knowledge-Based)
- Affective Domain (Emotion-Based)
- Psychomotor Domain (Action-Based)
| Domain | Explanation | Categories/Levels |
|---|---|---|
| Cognitive | The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. |
1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. 2. Understanding: Constructing meaning from oral, written, and graphic messages. 3. Applying: Carrying out or using a procedure through executing or implementing. 4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose. 5. Evaluating: Making judgments based on criteria and standards. 6. Creating: Putting elements together to form a novel, coherent whole or make an original product. |
| Affective | The affective domain deals with emotions, values, and attitudes. This domain includes how we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. |
1. Receiving: Awareness, willingness to hear, selected attention. 2. Responding: Active participation through listening and reacting. 3. Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. 4. Organizing: Integrating a new value into one's general set of values, giving it some ranking among one's general priorities. 5. Characterizing: Acting consistently with the new value. |
| Psychomotor | The psychomotor domain includes physical movement, coordination, and the use of motor skills. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. |
1. Perception: The ability to use sensory cues to guide motor activity. 2. Set: Readiness to act, including mental, physical, and emotional sets. 3. Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. 4. Mechanism: The intermediate stage in learning a complex skill, where learned responses have become habitual and the movements can be performed with some confidence and proficiency. 5. Complex Overt Response: Skillful performance of motor acts that involve complex movement patterns. 6. Adaptation: Skills are well-developed and the individual can modify movement patterns to fit special requirements. 7. Origination: Creating new movement patterns to fit a particular situation or specific problem. |
Detailed Explanation for UGC-NET Preparation
1. Cognitive Domain:
- Remembering: This involves recalling facts and basic concepts. For example, remembering the names of the parts of a cell.
- Understanding: This involves explaining ideas or concepts. For example, describing the functions of different parts of the cell.
- Applying: This involves using information in new situations. For example, using the knowledge of cell structures to explain how a disease affects the cell.
- Analyzing: This involves drawing connections among ideas. For example, comparing and contrasting different types of cells.
- Evaluating: This involves justifying a decision or course of action. For example, evaluating the effectiveness of a particular treatment for a disease at the cellular level.
- Creating: This involves producing new or original work. For example, designing an experiment to test the effects of a new drug on cell function.
2. Affective Domain:
- Receiving: Being aware of or attending to something in the environment. For example, listening to a lecture about ethical issues in research.
- Responding: Showing some new behaviors as a result of experience. For example, participating in a discussion on ethical issues in research.
- Valuing: Showing some definite involvement or commitment. For example, advocating for ethical research practices in a public forum.
- Organizing: Integrating a value into one's system of values, giving it some ranking among one's general priorities. For example, prioritizing ethical considerations in the design and conduct of research.
- Characterizing: Acting consistently with the new value. For example, consistently conducting research in an ethical manner and mentoring others to do the same.
3. Psychomotor Domain:
- Perception: Using sensory cues to guide motor activity. For example, recognizing the texture of a material by touch.
- Set: Being ready to act. For example, demonstrating a readiness to begin a laboratory procedure.
- Guided Response: Performing under guidance. For example, following a step-by-step procedure in a laboratory under supervision.
- Mechanism: Performing with confidence and proficiency. For example, conducting a laboratory procedure independently and accurately.
- Complex Overt Response: Performing complex movements with skill. For example, performing a complex surgical procedure.
- Adaptation: Modifying movements to meet special requirements. For example, adjusting a surgical technique to account for unexpected complications.
- Origination: Creating new movement patterns. For example, developing a new surgical technique.
Mnemonics to Remember All Domains Easily
Cognitive Domain
Mnemonic: Real Umbrellas Always Appreciate Every Cloud
- Remembering
- Understanding
- Applying
- Analyzing
- Evaluating
- Creating
Affective Domain
Mnemonic: Ready Rabbits Value Organic Carrots
- Receiving
- Responding
- Valuing
- Organizing
- Characterizing
Psychomotor Domain
Mnemonic: People See Great Musicians Create Amazing Orchestras
- Perception
- Set
- Guided Response
- Mechanism
- Complex Overt Response
- Adaptation
- Origination
Appear MCQ Bloom's Taxonomy
