Post 18- CC4 unit 2 (c)
Discuss the below question in the comments-
Explain the levels of cognitive domain by Anderson and Krathwohl.
Rn 37- explain 4th level - analysing with egs
Rn 38- explain 5th level- evaluating with egs
Rn 39- explain 6th level - creating with egs
Rn 40- conclusion
Rn 41- Introduction
Rn 42 - explain knowledge dimension and 1) factual knowledge and 2)conceptual knowledge
Rn 43 - explain 3) procedural knowledge
Rn 44 - explain 4) metacognitive knowledge
Rn 45 - explain cognitive process and 1st level- Remembering with egs
Rn 46- explain 2nd level- understanding with egs
Rn 47- Explain 3rd level- applying with egs
MEANING OF KNOWLEDGE DIMENSIONS:
ReplyDeleteUnder the knowledge dimension, as educators have been increasingly focused on the accurate assessment of student learning process. knowledge may be correspond to each level of cognitive process, so that students can remember procedural or factual or conceptual or meta cognitive knowledge or analyze meta cognitive or factual knowledge. Students will be able to differentiate between the rational and irrational numbers.
1) Factual knowledge:
Factual knowledge is the knowledge that has its basic to specific disciplines. The basic elements students must know to be acquired with a discipline or solve the problems by themselves. This dimensions refers to the essential terminology,elements, details or facts students must know or be familiar with in order to solve the problem or understand discipline.
2) Conceptual knowledge:
Conceptual knowledge is the knowledge of principles, theories, structures, classifications, models to a particular disciplinary areas. This interrelationship among the basic elements with a large structure that helps to enable the students to function together in the learning process.
Explain Cognitive process and 1st level Remembering with example
ReplyDelete1 Cognitive Process means the revised bloom's taxonomy there are six skills in process i.e. Remember, u.dersrand,apply,analyze,evaluate and create .
2. Remembering means relevant imformation and knowledge from the long term Memory. Remembering is when memory which is used to produce facts, list,label,identify,define,quote, Match,Recall, etc. The most important word is Recall which means retrieving and recognizing i.e. identifying.
For example,
● In Remembering, the students have more ability yo memorize the details or facts without understanding the concept.
●Students have recite a poem .
In 1956, Benjamin. S. Bloom classified domains of human learning into three parts – cognitive (knowing or head), affective (feeling or heart) and psychomotor (doing or kinesthetic, tactile or hand/body) as the educational objectives. Blooms taxonomy dealt with the varied aspects of human learning and were arranged hierarchically, preceding from the simplest functions to those that are more complex.
ReplyDeleteHowever, over a period of time new ideas and insight emerged about teaching-learning processes. In order to reflect their changed insight and yield of researches and to meet the needs of the teaching-learning scenario of the twenty-first century learners, Lorin. W. Anderson, a former student of Bloom and David. R. Krathwohl, one of the co-authors of Bloom’s book, led a team of experts in revising Bloom’s taxonomy.
The result was published in 2001 in the form of a book- A Taxonomy of Learning, Teaching and Assessing- A Revision of Bloom’s Taxonomy of educational objectives (New york- Allyn and Bacon). The revised taxonomy appears similar, yet with significant changes
6th level of cognitive process- CREATING -
ReplyDeleteCreating builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. It uses the keywords like categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes,etc.
For eg. Student explains reasons of urbanisation in India. Student writes advantages and disadvantages of urbanisation.
Friends, you can refer this site also for this topic
ReplyDeletehttp://www.nwlink.com/~donclark/hrd/bloom.html
3 rd subdomain is 'Application'- fact or ideas which students have comprehended apply in new way. In first stage Student gain knowledge about something and in second domain try to understand that knowledge and in 3 rd domain of cognitive students implement in new situations .
ReplyDeleteFor instance A student learn multiplication and understand the concept of multiplication. He /she will implement the concept of multiplication to solve other maths problem of multiplication.
The level of cognitive domain by Anderson and Krathwohl 4th level analysing.
ReplyDelete- It requires higher level thinking skills such as finding underlining structures, separating the hole into the components, identifying motives and recognising hidden meaning.
- objectives that deals with level of thinking required of the student. Most objective in the school tend to come from the cognitive domain.
- Cognitive domain most referred to blooms taxonomy of educational objectives 6 hierarchy level.
- Revision of bloom's taxonomy.
The level 4th of cognitive domain is also indicate the application applying procedure system rules in specific situation. The new adaptation also took into consideration menu of blooms on concern and his original.
- Anderson is a former student of bloom David and a group of cognitive physiologists update the taxonomy.
The basic elements student must know to be acquire with the discipline or solve the problem by themselves.
Knowledge may be corresponding to each level of cognitive process, so that students can remember procedural or factual or conceptual or metacognitive knowledge.
5 th level of cognitive process-Evaluating
ReplyDeleteIt aims of making judgement about the values ,ideas,materials,works,methods etc.It involves the use of criteria as well as standards for appraising the extent to which particulars are accurate,effective or satisfying.
for e.g.Pupil is able to relate why big ships remain floating while needle sinks
PROCEDURAL KNOWLEDGE -Procedural knowledge ,also known as knowing-how, and sometimes referred to as practical knowledge, imperative knowledge, or performative knowledge.procedural knowledge is the knowledge exercised in the performance of some task. Unlike descriptive knowledge which involves knowledge of specific facts or propositions (e.g. "I know that snow is white"), procedural knowledge involves one's ability to do something (e.g. "I know how to change a flat tire"). A person doesn't need to be able to verbally articulate their procedural knowledge in order for it to count as knowledge, since procedural knowledge requires only knowing how to correctly perform an action or exercise a skill.
ReplyDelete