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Questions and Answers
What is the primary focus of the 'Remember' level in Bloom’s taxonomy?
What is the primary focus of the 'Remember' level in Bloom’s taxonomy?
At which level of Bloom's taxonomy do students begin to make comparisons and contrasts between pieces of information?
At which level of Bloom's taxonomy do students begin to make comparisons and contrasts between pieces of information?
Which level of Bloom’s taxonomy requires students to use learned information in new situations?
Which level of Bloom’s taxonomy requires students to use learned information in new situations?
In which level do students engage in critical thinking by distinguishing between fact and opinion?
In which level do students engage in critical thinking by distinguishing between fact and opinion?
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What are the two main groups of thinking levels in Bloom's taxonomy?
What are the two main groups of thinking levels in Bloom's taxonomy?
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What is a key verb associated with the Create level in Bloom's taxonomy?
What is a key verb associated with the Create level in Bloom's taxonomy?
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Which learning objective corresponds to the Evaluate level of Bloom's taxonomy?
Which learning objective corresponds to the Evaluate level of Bloom's taxonomy?
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What is the primary focus of the Analyze level in Bloom's taxonomy?
What is the primary focus of the Analyze level in Bloom's taxonomy?
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In Bloom's taxonomy, what does the Apply level primarily involve?
In Bloom's taxonomy, what does the Apply level primarily involve?
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Which of the following actions is associated with the Remember level of thinking in Bloom's taxonomy?
Which of the following actions is associated with the Remember level of thinking in Bloom's taxonomy?
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Study Notes
Bloom's Taxonomy
- A framework for educational achievement
- Each level of achievement depends on the level below
- Six levels, organized into two groups:
- Low level: Remember, Understand, Apply
- High level: Analyze, Evaluate, Create
Levels of Thinking: Bloom Taxonomy
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Remember: Recalling facts and concepts. Making lists, memorizing, repeating, defining, identifying. Does not imply comprehension.
- Example: Biggest city in the UK?
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Understand: Explaining ideas, translating, summarizing. Comparing and contrasting information
- Example: What shape would form from combining these four slabs?
- Apply: Using learned information in new situations (solving problems). Using what you know to draw connections, solve problems.
- Analyze: Drawing connections between ideas. Examining. Breaking information down. Identifying causes, motives, etc.
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Evaluate: Justifying a decision by argument, defending, judging, supporting, weighing.
- Example: Why is someone famous
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Create: Create full knowledge, design a device, revising a process.
- Example: Invent a new type of apple sauce
Components of Scientific Thinking
- Empiricism: Knowledge comes from sense experience
- Rationalism: Knowledge comes from logic
- Skepticism: Questioning attitude or doubt toward knowledge or belief
Intellectual Standards in Scientific Thinking
- Clarity: Clear communication of thoughts, beliefs, and reasons
- Accuracy: Correct and error-free information
- Precision: Exactness (more detailed than accuracy)
- Relevance: Important parts
- Depth: Including all necessary aspects
- Logic: Reasonable argument
- Fairness: Balanced and unbiased argument
Sources of Knowledge
- Primary Sources: Direct evidence about an event or topic. Originals, interviews, surveys, fieldwork, pictures, artifacts, sounds.
- Secondary Sources: Describe, discuss, interpret, analyze, process primary sources. Books, articles, reviews, encyclopedias, textbooks. Removed from the event in time or several steps.
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Description
This quiz explores Bloom's Taxonomy, a framework that categorizes educational goals into six levels of cognitive skills. Participants will examine the different levels, from remembering and understanding to applying and creating, gaining insight into how these levels impact learning outcomes.
