Bloom's Taxonomy PDF

Additional Concepts related to Scientific Thinking Assoc Professor: Dr. Sheren Dr. Ahmed Yakoub Dr. Heba Hamdy Dr.Amira Mohey Lec 3 part 2  Content ✔ Levels of Thinking ✔ Components of Scientific Thinking ✔ Sources of Knowledge  Bloom’s taxonomy 3 ◻...

Additional Concepts related to Scientific Thinking Assoc Professor: Dr. Sheren Dr. Ahmed Yakoub Dr. Heba Hamdy Dr.Amira Mohey Lec 3 part 2  Content ✔ Levels of Thinking ✔ Components of Scientific Thinking ✔ Sources of Knowledge  Bloom’s taxonomy 3 ◻ Bloom’s taxonomy is a framework for educational achievement in which each level depends on the one below. 4/15/2021  Levels of thinking: Bloom taxonomy 4 4/15/2021 Levels of thinking: Bloom taxonomy ◻ It is a method to categorize the brain thinking as six level. ◻ They are organized into two groups. A. Low level of B. High level of thinking: includes thinking: includes 1. Remember 4. Analysis 2. Understand 5. Evaluate 3. Apply 6. Create  Level 1 of thinking: Bloom taxonomy 6 Remember: is about recalling facts and concepts. A student can define and duplicate, make a list, memorize points, repeat information, and make valid statements. But this does not prove Comprehension. 4/15/2021  Level 2 of thinking: Bloom taxonomy 7 This is where the student understand. The student explains ideas, explains what they mean and translates the facts in some way. They compare and contrast information. Once this level is conquered, students move up the pyramid to the next stage of learning: apply 4/15/2021  Level 3 of thinking: Bloom taxonomy 8 Apply. In this level, students use the information they’ve learned in new situations, whether it’s to solve a problem, demonstrate an idea, Then, they must draw connections between ideas in the analyze level of Bloom’s taxonomy, 4/15/2021  Level 4 of thinking: Bloom taxonomy 9 In the analyze level of Bloom’s taxonomy, they must draw connections between ideas examine, question or test their knowledge. Critical thinking finally comes into play, as the student distinguishes between fact and opinion, and breaks information down into component parts. 4/15/2021  Level 5 of thinking: Bloom taxonomy 10 In the evaluate stage, the student can justify a decision by arguing, defending, judging, supporting, or weighing in with thoughts based on the knowledge and application they’ve acquired thus far. 4/15/2021  Level 6 of thinking: Bloom taxonomy 11 In the final level of Bloom’s taxonomy, the student Create full knowledge by applying what they’ve learned, analyzed and evaluated, and built. They can design a piece of machinery, or revising a process to improve the results. 4/15/2021 Bloom’s Level Key Verbs (keywords) Example Learning Objective Create design, formulate, build, invent, create, compose, generate, By the end of this lesson, the student will be able to design an derive, modify, develop. original homework problem dealing with the principle of 12 conservation of energy. Evaluate choose, support, relate, determine, defend, judge, grade, By the end of this lesson, the student will be able to compare, contrast, argue, justify, support, convince, select, determine whether using conservation of energy or evaluate. conservation of momentum would be more appropriate for solving a dynamics problem. Analyze classify, break down, categorize, analyze, diagram, illustrate, By the end of this lesson, the student will be able to differentiate criticize, simplify, associate. between potential and kinetic energy. Apply calculate, predict, apply, solve, illustrate, use, demonstrate, By the end of this lesson, the student will be able to calculate determine, model, perform, present. the kinetic energy of a projectile. Understand describe, explain, paraphrase, restate, give original By the end of this lesson, the student will be able to describe examples of, summarize, contrast, interpret, discuss. Newton’s three laws of motion to in her/his own words Remember list, recite, outline, define, name, match, quote, recall, By the end of this lesson, the student will be able to recite identify, label, recognize. Newton’s 4/15/2021 three laws of motion.  Example 1 13  Example 2: Using Bloom’s Taxonomy in designing a course(Newton’s three laws of motion) 14 ◻ We are going to use the 6 levels to structure the learning objectives, lessons, and assessments of courses. 4/15/2021  Example 3 (Cont.): Using Bloom’s Taxonomy in designing a course(Newton’s three laws of motion) 15 ◻ Before you can Understand – a concept, you must be able to remember it. ◻ To apply a concept you must first (understand) it. ◻ In order to evaluate a process, you must have analyzed it. ◻ To create an accurate evaluation, you must have completed a thorough aware of it. 4/15/2021  EXERCISE: Think about Types of Thinking Skills. 16 ◻ Are you using all six thinking skills? ◻ Reflect on your life in the past three weeks and identify specific examples where you used each of the thinking skills. ◻ Use the comment column to write notes about the skills that are natural to you and those you would like to develop further. (in the table that exists in the next slide ) 4/15/2021  Questions 17 ◻ What is Bloom taxonomy ◻ What are the Levels of thinking according to Bloom. 4/15/2021  Components of Scientific Thinking ◻ Whatever the type of thinking, scientific thinkers use three components of thinking ◻ There are three components of scientific thinking are: ◻ Empiricism (the theory that the origin of all knowledge is sense experience) ◻ Rationalism (is the philosophy that knowledge comes from logic) ◻ Skepticism (any questioning attitude or doubt towards one or more items of knowledge or belief)  Questions 19 ◻ What are the Components of Scientific Thinking 4/15/2021 Scientific thinkers and intellectual standards ◻ There are seven Intellectual Standards we use to assess thinking: 1. Clarity 2. Accuracy 3. Precision 4. Relevance 5. Depth, 6. Logic 7. Fairness.  Intellectual Standards in Scientific Thinking 1. A thinker must be clear in how to communicate thoughts, beliefs, Clarity and reasons for beliefs. 2. Accura Make sure that all information is correct and free from error. If the thinking is reliable, then it has Accuracy. cy 3. Goes one step further than Accuracy. It demands that the Precisio words and data used are exact. If no more details could be n added, then it has Precision.  Intellectual Standards in Scientific Thinking 4. Relevanc Means that everything included is important, that each part makes a difference. e 5. If an argument includes all the degrees necessary Depth to make the point, it has Depth. 6. Means that an argument is reasonable Logic 7. Fairnes Means that the argument is balanced and free from bias.  Questions 23 ◻ What are the Intellectual Standards in Scientific Thinking (with explanation) 4/15/2021  Sources of Knowledge ◻ Gather information: Sources of Knowledge ◻ Primary Sources ◻ Secondary Sources Sources of Knowledge : Primary Source ◻ A primary source provides direct or firsthand evidence about an event, object, person, or work. ◻ Primary sources provide the original materials on which other research is based and enable students and other researchers to get as close as possible to what actually happened during a particular event or time period. ◻ Primary sources can be written or non-written (sound, pictures, artifacts, etc.). In scientific research, primary sources present original thinking, report on discoveries, or share new information. Sources of Knowledge: Primary Source ◻ Examples of primary sources: ◻ Interviews, surveys, observation as well as fieldwork Sources of Knowledge: Secondary Source ◻ Secondary sources describe, discuss, interpret, comment upon, analyze, evaluate, summarize, and process primary sources. ◻ A secondary source is generally one or more steps removed from the event or time period and are written or produced after the fact with the benefit of hindsight. ◻ Secondary sources often lack the freshness and immediacy of the original material. Sources of Knowledge: Secondary Source ◻ Examples of secondary sources: ◻ Reference books, including dictionaries, encyclopedias, and atlases ◻ Articles from magazines, journals, and newspapers after the event ◻ Literature reviews and review articles (e.g., movie reviews, book reviews) ◻ Books ◻ Textbooks  Questions 29 ◻ What are the sources of knowledge (include examples) 4/15/2021