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Unlike other technologies that augment human physical skills and abilities, artificial intelligence (AI) technologies interact with human thinking skills nurtured through various educational processes. Hence, advances in these technologies challenge the education sector to reimagine the suitable intellectual formation of students in the AI age. It is observed that as soon as AI tools acquire certain cognitive skills, humans tend to delegate those skills to such tools, risking redundancy in their personal and professional lives. Therefore, anticipating an ever-increasing involvement of AI tools in various cognitive processes, educational systems must equip students with both AI-collaborative and AI-complementary thinking skills, making them resilient to the advancements of AI technologies. Furthermore, it demands that educators continually redefine the spectrum of thinking skills required for and imparted to students in the AI age. This article aims to develop a comprehensive taxonomy of educational objectives for AI-natives by reimagining thinking skills relevant in the AI age. It is intended to help educational policymakers worldwide reimagine the appropriate set of thinking skills relevant for students in the AI age. Additionally, the article provides important insights to restructure contemporary educational practices to meet the requirements of the holistic formation of the AI-natives. [ABSTRACT FROM AUTHOR]

AbstractIn this paper, we have conducted an analysis of learning outcomes in the geography curriculum for high schools (gymnasiums) in the Republic of Srpska (Bosnia and Herzegovina). Our aim was to identify the deficiencies in individual knowledge dimensions and levels of cognitive processes within defined outcomes. Subsequently, we applied the principle of powerful geographical knowledge to explore the potential for improving geography curriculum for high schools in contrast to the existing traditional curriculum. We used the revised Bloom’s taxonomy as an analysis tool. We employed a qualitative approach and theory-driven content analysis, utilizing researcher triangulation in the analysis process. The results revealed that the existing geography curriculum predominantly emphasizes factual knowledge and lower levels of cognitive processes. We then connected Maude’s powerful geographical knowledge types with the cognitive and knowledge dimensions of the revised Bloom’s taxonomy. We used the revised Bloom’s taxonomy to make judgements about powerful knowledge. Based on these connections, as well as the other prerequisites for applying the principle of powerful knowledge, we considered the possibility of developing a Future 3 curriculum for high schools in the Republic of Srpska and improving the traditional geography curriculum. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the learning outcomes in the Geography Curriculum developed under “the Century of Türkiye Education Model” introduced in 2024, using the Revised Bloom’s Taxonomy as a framework The research was conducted using a case study design. The data were obtained from the website of the Board of Education and Discipline of the Ministry of National Education. A total of 76 learning outcomes from the geography curriculum were examined. The data were analyzed using descriptive analysis. The results showed that the learning outcomes in the curriculum predominantly focus on the conceptual knowledge level within the knowledge dimension. In the cognitive process dimension, the learning outcomes are largely focused on the evaluation level, while the learning outcomes at the creation level are notably limited. This finding indicates that although the curriculum provides opportunities to support analytical and critical thinking skills, it falls short in fostering creative thinking processes. Based on these findings, it is recommended that increasing the number of learning outcomes at the creation level could enhance students’ creative problem-solving, innovative thinking, and ability to produce original works.

This study examined integrated science questions of the Basic Education Certificate Examination (BECE) in Ghana at the end of grade 9. Results from BECE determine which senior high school a student can attend. Science questions (n = 751) over the span of eight years were analyzed in this study and viewed under the lens of the revised Bloom’s Taxonomy using content analysis. Results show that the majority of the test questions fall under the categories of remembering facts and understanding issues in the revised Bloom’s Taxonomy. There were fewer questions related to applying acquired knowledge and analyzing or evaluating issues. Test questions did not include items testing the creation of new knowledge or related combinations. Questions were proportionally distributed across agriculture and environmental science, and the natural sciences (biology, physics, and chemistry). The test also contained several inquiry-related questions distributed across the taxonomy levels and various disciplines. Inquiry questions spanned remembering, understanding, applying, analyzing, and evaluating with most questions belonging to remembering and understanding. By emphasizing higher-order thinking skills such as analysis, evaluation, and creation in test questions, it is possible that the test may direct science education to enhance students’ competencies in their personal and professional lives.

Eighth-grade students are expected to master the Pythagorean theorem. This understanding provides a strong foundation for various mathematical concepts. Besides, the Pythagorean theorem serves as one of the prerequisite subjects for further courses. However, these students have been reported to have low cognitive levels and encounter difficulty in learning the Pythagorean theorem. Therefore, this study explores the achievement of students' cognitive levels in solving Pythagorean theorem problems based on revised Bloom's taxonomy and the underlying factors. This research employed qualitative methods with multiple case study types. Prospective participants were 35 eighth-grade junior high school students. For the instrument, this study used semi-structured interview guidelines, written tests of problem-solving, indicator rubrics, audio-visual recording devices, and researcher notes. The data were garnered from the participants’ responses to written tests on the Pythagorean theorem, the researchers' notes, as well as the audio-visual recordings of the interviews between the researchers and the subjects. The garnered data were analyzed using techniques proposed by Miles and Huberman. The subsequent stages of the research process include data reduction, data presentation, and conclusion drawing. The findings indicate that learning experience presents a pivotal role in the achievement of higher cognitive levels. A supportive learning environment, including resources that assist in learning, can influence students' problem-solving ability to reach higher cognitive levels. Furthermore, providing various forms of problems can help hone the subject's cognitive level. Such diverse learning experiences can broaden the subject's horizons and help achieve higher cognitive levels. BAHASA INDONESIA ABSTRACT: Siswa kelas VIII diharapkan mampu untuk menguasai teorema pythagoras. Pemahaman tersebut menciptakan landasan yang kuat untuk berbagai konsep matematika dan menjadi salah satu materi pelajaran prasyarat untuk materi selanjutnya. Namun, siswa kelas VIII memiliki level kognitif rendah dan mengalami kesulitan dalam mempelajari teorema pythagoras. Tujuan penelitian ini adalah untuk menganalisis ketercapaian level kognitif siswa dalam memecahkan masalah teorema pythagoras berdasarkan taksonomi bloom revisi serta faktor penyebabnya. Penelitian ini menggunakan metode kualitatif dengan jenis studi kasus jamak. Calon subjek adalah siswa SMP kelas VIII sebanyak 35 dan terpilih 16 subjek. Instrumen yang digunakan adalah pedoman wawancara semi terstruktur, tes tertulis pemecahan masalah, rubrik indikator, alat rekam audio visual, dan catatan peneliti. Data yang digunakan adalah hasil tes tertulis subjek dalam memecahkan permasalahan teorema pythagoras, catatan peneliti, dan hasil rekaman wawancara antara peneliti dengan subjek. Penelitian ini menggunakan teknik analisis data interaktif miles dan huberman. Langkah berikutnya setelah pengumpulan data adalah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian adalah pengalaman belajar menjadi faktor krusial dalam ketercapaian level kognitif yang lebih tinggi. Subjek yang memiliki pengalaman belajar lebih banyak dapat mencapai level kognitif yang lebih tinggi. Lingkungan belajar yang mendukung, termasuk sumber daya yang membantu dalam belajar, dapat mempengaruhi kemampuan pemecahan masalah siswa untuk mencapai level kognitif yang lebih tinggi. Selain itu, pemberian berbagai bentuk masalah dapat membantu mengasah level kognitif subjek. Pengalaman belajar yang beragam tersebut dapat memperluas wawasan subjek dan membantu mencapai level kognitif yang lebih tinggi.

Revised Bloom's Taxonomy is a framework that classifies cognitive skills into six hierarchical levels, ranging from lower-order thinking skills to higher-order cognitive abilities. This taxonomy was revised in 2001 to align with modern educational practices, emphasising active learning, critical thinking, and creativity. This study explores the rationale for incorporating Revised Bloom's Taxonomy in school textbooks. By integrating this taxonomy into educational materials, educators can promote higher-order thinking, depth of understanding, and the development of essential skills needed for real-world challenges. Additionally, it facilitates personalised learning, supports effective assessment, encourages active learning, and aligns with global educational standards. In an era marked by rapid change and information abundance, including Revised Bloom's Taxonomy in textbooks serves as a valuable tool to enhance the quality of education and better prepare students for the demands of the 21st century. Hence, the current research seeks to determine the degree to which Revised Bloom's Taxonomy is incorporated into a Turkish as a Foreign Language (TFL) textbook. The study's results revealed an absence of advanced cognitive abilities in the examined textbook. Corresponding implications were postulated within the related context.

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to reveal the cognitive demands of senior high school English as a foreign language textbooks in China and their potential impact on students' thinking development. To achieve this, the study employed content analysis, using an analytical framework adapted from the revised Bloom's taxonomy, to examine the cognitive demands incorporated in the activities across nine target textbooks from three different publishers. The study found "Understand" to be the most common cognitive demand in the examined textbooks. However, it also identified that lower cognitive demands "Remember," "Understand," and "Apply" were less prevalent than the higher demands "Analyze," "Evaluate," and "Create." Additionally, the study observed variations in the distribution of cognitive demands within the textbooks for 10th, 11th, and 12th grades. Despite these variations, the distribution of cognitive demands across the three grade-level textbooks was found to be remarkably similar, with an increase in the occurrence frequency of cognitive demands "Apply," "Analyze," "Evaluate," and "Create," and a corresponding decrease in the occurrence frequency of cognitive demands "Understand" and "Remember." These findings indicate that senior high school English as a foreign language textbooks in China are intentionally designed to accommodate the thinking skill needs of students at each grade level and to promote the development of their thinking skills, with a particular emphasis on higher-order thinking skills. The findings hold significant implications for the design and use of language textbooks, highlighting the importance of integrating appropriate and challenging cognitive demands to effectively support students' thinking development. Plain language summary: This study aims to uncover the cognitive requirements presented by senior high school English textbooks in China and their potential impact on students' thinking skill development. The researchers analyzed the content of nine target textbooks from three publishers using an analytical framework based on the revised Bloom's taxonomy. The findings showed that the most common cognitive requirement was "Understand." However, lower-level cognitive requirements like "Remember," "Understand," and "Apply" were less common than higher-level requirements such as "Analyze," "Evaluate," and "Create." The study also found differences in cognitive requirement distribution among textbooks for 10th, 11th, and 12th grades, yet the overall pattern was similar. As students progress through grades, there's an increase in the occurrence frequency of higher-level cognitive requirements and a decrease in that of lower-level ones. These results suggest that the examined textbooks are intentionally designed to meet the thinking skill needs of students at different grade levels and to promote the development of their thinking skills, especially higher-order thinking skills. This study highlights the importance of including appropriate and challenging cognitive requirements in EFL textbooks to support students' thinking development effectively. [ABSTRACT FROM AUTHOR]

This research is a descriptive study that analyze the high school entrance(LGS) Science Test "Matter and Nature" and "Physical Phenomena" subject area exam questions according to the Revised Bloom's Taxonomy (RBT). Document analysis was used in the research, LGS exams held between 2018 and 2022 were examined and findings were obtained through descriptive analysis using the RBT matrix. As a result of the analysis, it was observed that 60% of the questions regarding RBT cognitive processes in the central exams between 2018 and 2022 were collected in the lower level domain level and 40% were collected in the higher level cognitive domain level. When the findings regarding the application of LGS questions to the RBT matrix are examined, they stand out most in the comprehension-factual knowledge (10 questions, 20%) and application-conceptual knowledge (10 questions, 20%) cells. Again in the matrix findings, it was found that no questions were asked about the relationship of the metacognitive knowledge level with other level of cognition. Based on the finding research various suggestions have been made regarding exam measurement criteria, educators' use of RBT and emergency pedagogy. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the learning outcomes in the Geography Curriculum developed under "the Century of Türkiye Education Model" introduced in 2024, using the Revised Bloom's Taxonomy as a framework The research was conducted using a case study design. The data were obtained from the website of the Board of Education and Discipline of the Ministry of National Education. A total of 76 learning outcomes from the geography curriculum were examined. The data were analyzed using descriptive analysis. The results showed that the learning outcomes in the curriculum predominantly focus on the conceptual knowledge level within the knowledge dimension. In the cognitive process dimension, the learning outcomes are largely focused on the evaluation level, while the learning outcomes at the creation level are notably limited. This finding indicates that although the curriculum provides opportunities to support analytical and critical thinking skills, it falls short in fostering creative thinking processes. Based on these findings, it is recommended that increasing the number of learning outcomes at the creation level could enhance students' creative problem-solving, innovative thinking, and ability to produce original works. [ABSTRACT FROM AUTHOR]

Cognitive Domains are important in the instructions and questions for learning tasks in the textbook, especially for helping students improve their thinking skills. The aim of this study was to analyze the cognitive process and knowledge dimension of Bloom's Revised Taxonomy represented in the writing tasks provided in the "English for Nusantara" for seventh-grade students. This research was content analysis. This study used a checklist instrument. The research revealed that writing tasks in the textbook covered five of six categories of the cognitive process of revised Bloom's Taxonomy. The most used level of cognitive process was the remembering level. In terms of Knowledge Dimension, all Knowledge Dimensions existed in the writing tasks of the textbook. Writing tasks belong involving factual knowledge were most dominant. In other words, the writing task of the textbook put more emphasis on LOTS rather than HOTS and they were not evenly distributed in every chapter. This indicated that the writing task in the textbook is not appropriate with achievements of junior high school English learning in the Merdeka curriculum. Therefore, the textbook needs to be evaluated to be consistent with the achievements of junior high school English learning in the Merdeka curriculum. Teachers can also modify learning or use other supporting textbooks which are consistent with the Merdeka curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To face 21st-century challenges, the elements involved in the pedagogical approach, such as textbooks, must enable students to enhance their higher-order thinking skills (HOTS). This qualitative research aims to determine to what extent HOTS is incorporated in an Indonesian EFL textbook. The comprehension questions of reading texts in the textbook for 7th grade were analyzed through content analysis based on the six cognitive domains in the revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001). The findings of the study revealed: (1) 80,4% of the reading comprehension questions classified as lower-order thinking skills (LOTS), particularly level 1 (remember) and level 2 (understanding), whereas 19,6% of the questions classified as higher-level thinking skills, primarily the level 4 (analyze) and level 5 (evaluate). (2) The reading comprehension check questions were organized systematically from lower-thinking to higher-thinking skills, which develops students’ comprehension and provides instructional organization for teaching texts to English teachers. This study is expected to benefit English teachers, textbook authors, and future researchers to elaborate on implementing HOTS in English language teaching and learning.

This paper reports the results of a qualitative action research study conducted with children from a private Colombian institution. This study aimed to analyze the learners’ cognitive and knowledge outcomes measured according to the revised Bloom’s taxonomy once content and language integrated learning was implemented. Data were gathered through an interview with the learners’ parents, observation, and video recordings. Results give evidence that learners develop different processes simultaneously, classified by the mentioned taxonomy. This taxonomy is a helpful approach for English learners since it allows them to perform cognitive and knowledge processes without following rigid systematic learning. As a conclusion, this implementation with children allowed participants to develop cognitive processes with greater emphasis in levels 3 and 4 (apply and analyze), whereas level 2 (understand) was developed as part of the process. Meanwhile, the factual and conceptual knowledge dimensions were strengthened. Finally, procedural, and metacognitive knowledge is developed through the implementation itself.

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to analyze the end-of-unit evaluation questions in the 8th Grade Science textbook used in primary education, using the framework of the Revised Bloom's Taxonomy (RBT). The study employed document analysis to evaluate 306 end-of-unit questions from the 8th Grade Science Textbook (SSFBDK), which has been approved by Board of Education and Discipline (TTKB). This analysis considered both the knowledge and cognitive process dimensions as outlined in RBT. The questions were categorized based on criteria outlined in the book "A Taxonomy for Learning, Teaching, and Assessing," translated into Turkish by Anderson et al. Findings were presented in terms of percentages and frequencies. When evaluating the FASFBC unit questions according to the cognitive process dimension of RBT, it was found that 157 out of 306 questions were primarily concerned with the "remembering" process. Similarly, when categorized by the knowledge dimension, 157 out of 306 questions were based on factual knowledge. In a broader assessment of the 8th grade units, the majority of questions were found to focus on lower levels of cognitive processes. Likewise, when considering the knowledge dimension of RBT, most questions were geared towards factual knowledge. Based on these findings, it is recommended that future end-of-unit evaluation questions in the SSFBDK be formulated to engage higher cognitive processes, specifically those within the metacognitive domain of the Revised Bloom's Taxonomy. [ABSTRACT FROM AUTHOR]

Bu çalışmanın amacı, ortaokul 8. sınıf öğrencilerinin verilen metinlerden hareketle hazırladıkları soruları Yenilenmiş Bloom Taksonomisi’nin bilişsel süreç basamaklarına göre incelemektir. Çalışmada, temel nitel araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunu 2022-2023 eğitim-öğretim yılı ikinci döneminde Aksaray, Antalya, İstanbul, İzmir ve Kütahya illerinde bulunan devlet ortaokulları arasından rastgele belirlenen okullarda öğrenim görmekte olan 400 sekizinci sınıf öğrencisi oluşturmaktadır. Çalışman verilerini toplama sürecinde doküman incelemesinden faydalanılmıştır. Öğrencilerden verilen metinlerden hareketle bir ders saati içerisinde 6 adet soru hazırlamaları istenmiş ve bu sorular, Yenilenmiş Bloom Taksonomisi’nin bilişsel süreç boyutlarına göre değerlendirme yapmaları için 3 alan uzmanının görüşüne sunulmuştur. Çalışma kapsamında öğrencilerden ve alan uzmanlarından elde edilen verileri tanımlanabilmek amacıyla betimleyici analiz tekniklerinden faydalanılmış ve verilerin daha iyi anlaşılması amacıyla da frekans analizi kullanılmıştır. Araştırma sonucunda öğrencilerin hazırladıkları soruların büyük oranda alt düzey bilişsel basamakta yer aldığı; öğrencilerin üst düzey bilişsel basamakta soru hazırlamakta problem yaşadıkları sonucuna ulaşılmıştır.

Bloom’s Taxonomy has received considerable attention on a global scale since it was first introduced by Benjamin Bloom and his associates in 1956. Since then, it has served as the basis for test design and curriculum development in many institutions globally. Bloom’s Taxonomy was revised in 2001 by Lorin W. Anderson and his associates to refine terms in learning objectives. Six classifications have been set to define learning outcomes in a graded way. To this aim, current study was carried out to measure the effects of Revised Bloom Taxonomy enriched instruction on students’ scores in an Academic Writing course. 40 students,17 female and 23 male ones, were chosen through systematic sampling method. The students were studying at TISHK International University Language Preparatory School located in Erbil, Iraq in 2021-2022 Academic Year. Control group students received traditional writing instruction, whereas experimental group students were exposed to Revised Bloom’s Taxonomy integrated instruction. The study lasted 12 weeks, and each student was required to write 6 essays according to a pre-defined plan. Data were collected via a pre-test, a post-test exam, an interview and a survey, in line with a mixed method research design. The findings of the study revealed that Revised Bloom Taxonomy based writing instruction increased students’ writing scores substantially, improved their motivation and changed their attitudes towards learning the rules of creative writing in a graded format, whereas the gains were not noticeable in the control group. The findings of the study can have some implications for stakeholders in education who are exploring ways to integrate taxonomy into their Academic Writing course curriculum.

AbstractReading interest and students’ creative thinking skills cannot be optimal in the current learning process. Several things cause this. One of them is low learning models. It happens because the learning activities applied by the teacher are less innovative and varied. This study aims to analyze the effect of using Revised Bloom’s Taxonomy-Oriented Learning Activities on reading interest and creative thinking skills of elementary school students. The study used a quasi-experimental research in the form of a pretest-posttest control group design. The population of this study was all fourth-grade students in Gugus 5, Kecamatan Buleleng consisted of 6 schools with 125 students. The determination of the sample is carried out using a cluster random sampling technique. The sample of this study was 58 students consisting of 30 fourth grade students as the experimental class and 28 fourth grade students as the control class. In this study, the data collection process used was a test and questionnaire method. The test method used is in the form of essay questions which are used to measure students’ creative thinking skills. The questionnaire method was used to measure students’ perceptions of reading interest. Data analysis methods used are quantitative descriptive analysis and inferential statistical analysis. The hypothesis testing used in this study was Manova, with 0.00

In this research, it was aimed to evaluate the environmental learning acquisitions in the curriculum of the primary and middle school courses in Turkey in compliance with the Revised Bloom's Taxonomy. In line with this purpose, qualitative research approaches were used in the research. Furthermore, the primary school education level curricula published in 2018 were examined using the document analysis in the research. The primary education curriculum examined in the research was analyzed with the content analysis method. When the learning acquisitions were analyzed in compliance with the grade level, it was obvious that there was an imbalance between the grade levels in terms of environmental-related learning acquisitions. When the curricula were evaluated in compliance with the Revised Bloom's Taxonomy, it was determined that the environmental learning acquisitions were distributed unevenly in compliance with the dimensions in the taxonomy. [ABSTRACT FROM AUTHOR]

The current study aims to determine knowledge areas and cognitive process dimensions of the Revised Bloom Taxonomy of elementary school student achievements in the curriculum course unit of "The Substance and its Nature", as well as how the learning achievements are distributed across grade levels. The document review method, regarded to be one of the qualitative research methods, was used in the study. Accordingly, 52 achievements in the course unit of "The Substance and its Nature" were examined by the researchers. The reliability coefficient of the research data was determined as 0.73 which was considered to be enough for research reliability. The results of the study revealed that the most (35 learning achievements) achievements were emphasized in the conceptual knowledge dimension while the least achievements (1 item) was emphasized in the metacognitive knowledge dimension; the study also revealed that the most achievements (14 learning achievements) were emphasized in the application dimension while the least achievements (3 achievements) were emphasized in the analzing dimension. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study was conducted to determine the distribution of science and environmental achievements in the "Cognitive Development Area" of the 2018 Turkish Preschool Special Education Curriculum according to the Revised Bloom's Taxonomy. The document analysis method, with a qualitative viewpoint, was used in the study. The achievements in "The Cognitive Development" sub-fields of "Science-Scientific Skills and Method" and "Science-Natural, Physical Environment and Life" were analyzed according to the Revised Bloom's Taxonomy. For this purpose, 22 learning achievements in the cognitive development sub-fields of "Science-Scientific Skills and Method" and "Science-Natural, Physical Environment and Life" were analyzed. According to the data obtained, a total of 22 learning achievements were classified as factual knowledge-remembering 8, factual knowledge-understanding 2, factual knowledge-applying 3, conceptual knowledgeremembering 2, conceptual knowledge-understanding 4, metacognitive knowledgeunderstanding 1 and metacognitive knowledge-applying 2. There were no achievements in the sub-dimensions of procedural knowledge, analyzing, evaluating and creating. While a total of 158 achievements are included in the cognitive development field, only 13.92% of them belong to the cognitive development sub-field of "Science-Scientific Skills and Methods" and "Science-Natural, Physical Environment and Life". From this point of view, it may be useful to increase the number of achievements given to science and environment topics. In addition, it was observed that the achievements analyzed did not show a homogeneous distribution according to age levels. In addition, it was concluded that the achievements related to high-level knowledge and cognitive process dimensions that make students more active were not sufficiently included. [ABSTRACT FROM AUTHOR]

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Among its contemporaries, the updated Bloom’s taxonomy is perhaps the most widely used cognitive process model. It is a categorization paradigm that emphasizes the cognitive levels beginning with remembering the information and progressing to more complicated levels such as producing the knowledge. Education psychologists want to assist instructors, policymakers, and curriculum creators in designing education that enables students to effectively retain, retrieve, and apply the selected content. Classifying information in a precise sequence that is durable in a person’s memory can aid learners in effectively storing, retrieving, retrieving, and using facts; otherwise, the whole learning process may be impeded. Thus, it is imperative that students acquire the fundamental knowledge prior to attempting to interpret current information to develop meaningful knowledge (Darwazeh, 2017). The purpose of this research was to determine the degree to which the updated Bloom’s taxonomy is included into the reading sections of EFL textbooks developed for Turkish high school students. According to the results of the research, the evaluated textbooks lacked the higher level cognitive abilities outlined in the updated Bloom’s taxonomy. Consequently, based on the results, certain hypotheses have been formulated to indicate how reading sections of textbooks now being written or to be published might reference the updated Bloom’s taxonomy.

This study aims at analyzing the integration of higher-order thinking skills, specifically the level of analysis (C4), the level of evaluation (C5), and the level of creation (C6), in reading comprehension questions found in senior high school textbook ‘Bahasa Inggris SMA/MA/SMK/MAK for Grade 12’. This study employed critical content analysis to analyze and interpret textual material to draw valid inferences. The researchers examined the reading comprehension questions to find out how the integration of HOTS in the questions. Using a checklist table, the researchers collected, listed, and analyzed the questions according to the cognitive domain of the revised Bloom’s taxonomy. After examining and determining the cognitive level of each question, the researchers categorized them into two groups, namely higher-order thinking skills (HOTS) and lower-order thinking skills (LOTS) questions. The result showed that the distribution of HOTS-level questions was lower than that of LOTS questions. The data show that the number of HOTS questions got 13 out of 67 questions or 19.4%, while LOTS questions reached 54 out of 67 questions or 80.6%. These results imply that this textbook needed to provide an adequate number of higher-level thinking questions that could enhance students’ HOTS. To sum up, HOTS questions were not sufficiently integrated into the reading comprehension questions of the textbook. Thus, it is expected that the findings of this study motivate education stakeholders, including teachers, textbook authors, and publishing houses to make more effort to foster and develop HOTS in textbooks.

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bloom's Taxonomy has received considerable attention on a global scale since it was first introduced by Benjamin Bloom and his associates in 1956. Since then, it has served as the basis for test design and curriculum development in many institutions globally. Bloom's Taxonomy was revised in 2001 by Lorin W. Anderson and his associates to refine terms in learning objectives. Six classifications have been set to define learning outcomes in a graded way. To this aim, current study was carried out to measure the effects of Revised Bloom Taxonomy enriched instruction on students' scores in an Academic Writing course. 40 students, 17 female and 23 male ones, were chosen through systematic sampling method. The students were studying at TISHK International University Language Preparatory School located in Erbil, Iraq in 2021-2022 Academic Year. Control group students received traditional writing instruction, whereas experimental group students were exposed to Revised Bloom's Taxonomy integrated instruction. The study lasted 12 weeks, and each student was required to write 6 essays according to a pre-defined plan. Data were collected via a pre-test, a post-test exam, an interview and a survey, in line with a mixed method research design. The findings of the study revealed that Revised Bloom Taxonomy based writing instruction increased students' writing scores substantially, improved their motivation and changed their attitudes towards learning the rules of creative writing in a graded format, whereas the gains were not noticeable in the control group. The findings of the study can have some implications for stakeholders in education who are exploring ways to integrate taxonomy into their Academic Writing course curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The importance of assessments in education cannot be over-emphasised. The reason is that assessments not only promote students' learning but also evaluate students' competencies, particularly in the field of health sciences, such as acupuncture. Therefore, it is crucial for higher education institutions to ensure that assessments in their programmes are valid and reliable. However, there is a distinct lack of research focusing on assessments in acupuncture programmes. This study aimed to explore students' views and experiences of an acupuncture programme at a higher education institution within the South African context. The revised Bloom's Taxonomy was utilised as the theoretical lens to understanding students' views and experiences. A qualitative single case study design was employed in this study. The authors followed a purposive sampling strategy to recruit participants from a public university in South Africa. Ten participants were selected for this study. Thematic analysis was utilised in this study. The results of this study were: Participants stated that it was important to utilise multiple assessment tools for the educational evaluation of the acupuncture program, the frequency and continuity of the assessment motivated learning, each of the assessment tools was valuable and not superior to the other, and the assessment techniques used with the aims of the acupuncture program should be compatible. [ABSTRACT FROM AUTHOR]

Several studies reported the effectiveness of flipped classroom in facilitating learning and improving students' learning experiences, but few have focused on language learning (Arabic in particular). This research aimed to explore the effectiveness of the flipped classroom strategy in developing female 11th graders' Arabic grammatical competences in Arabic. A pre-test–post-test quasi-experimental design and a questionnaire were utilized to achieve such a purpose, using two equal groups (N = 100). The experimental group received the flipped classroom-based treatment, whereas the control group was taught with the usual method of teaching. Statistical methods (i.e. ANCOVA, t-test, and Pearson correlation coefficient) were used to analyze the data. The analysis revealed statistically significant differences between the mean scores of the post-test of the two groups in favor of the experimental group and a large effect size (F = 0.35). The study recommended using the flipped classroom strategy in developing the grammatical competence of native Arabic speakers, with all necessary technologies and infrastructure provided for schools. [ABSTRACT FROM AUTHOR]

In a recent scenario, the Master of Business Administration (MBA) job placement rates have decreased since the pandemic started. MBA job placement rates are down since the pandemic started. What's most alarming: the decline in MBA jobs (34%) has been steeper than the decline in overall jobs (27%), for the period between May 2019 and May 2020. The mere delivery of theoretical concepts, lack of practical knowledge and lag in imbibing soft skills have been identified as hurdles in the progress of MBA education. Some of the predominant industry‐needed skills need to be improved among MBA students. To address this issue, the author suggests integrating flipped classrooms with the Revised Bloom's Taxonomy (RBT) as a new paradigm for delivering MBA education. The flipped classroom is a pedagogical approach in which direct instructions move from group learning to individual learning. This study primarily aims to understand the faculty perception of the pre‐, in‐ and post‐class activities facilitated using an integrated model of a flipped classroom and RBT (FC+RBT) among MBA students. The study's target population is the faculty members working in MBA institutions across Tamil Nadu, India. The findings of this study will be helpful for MBA institutions to enhance the quality of MBA education and empower management graduates to imbibe employability skills. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bilim ve teknolojide yaşanan gelişmeler, insanın ve toplumun değişen ihtiyaçları, dünyadaki eğitim yaklaşımlarında yaşanan yenilikler gibi nedenler öğretim programlarının sürekli olarak güncellenmesi ihtiyacını ortaya çıkarmaktadır. Bu amaçla Millî Eğitim Bakanlığı en son 2010 yılında yenilenen Ortaöğretim Din Kültürü ve Ahlak Bilgisi Öğretim Programı’nı 2018 yılı içerisinde yenilemiştir. Oluşturulan programla öğrencilerin bilgiyi üreten, ürettiği bilgiyi hayatında işlevsel olarak kullanabilen, karşılaştığı problemleri çözebilen, eleştirel düşünebilen, girişimci, kararlı, iletişim becerilerine sahip, empati yapabilen, topluma ve kültüre katkı sağlayan nitelikler kazanması hedeflenmektedir. Ayrıca bu programla Din Kültürü ve Ahlak Bilgisi derslerinin salt bilgi aktaran bir ders olmaktan çıkarılıp değer ve beceri kazandırmayı sağlayan, bireysel farklılıkları dikkate alan, sade ve anlaşılır bir ders haline getirilmesinin amaçlandığı belirtilmiştir. Beceri temelli öğrenme, çoklu zekâ ve öğrenci merkezli öğrenme gibi yaklaşımların dikkate alınarak hazırlandığı Ortaöğretim Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı'nda temel becerilerin ön planda tutulduğu, öğrenme sürecine öğrencinin aktif katılım sağlayarak araştırma yapabileceği, keşfedebileceği, çözüm ve yaklaşımlarını paylaşıp tartışabileceği ortamların sağlanmasının önemi vurgulanmıştır. Din Kültürü ve Ahlak Bilgisi dersleri Milli Eğitim Temel Kanunu’nda belirtilen milli, manevi, ahlaki, insani ve kültürel değerlere sahip nesillerin yetiştirilebilmesi için önemli bir imkân sunmaktadır. Bu bağlamda bu derslerin öğretim programlarının eğitimde yaşanan gelişmeler doğrultusunda sürekli güncellenmesi ve çağın ihtiyaçlarına cevap verebilecek bir donanıma sahip olabilmesi yetişen nesillerin istendik bilgi, beceri, tutum ve davranışlar kazanması noktasında oldukça önemlidir. Yenilenmiş Bloom Taksonomisi de öğretim programlarının niteliğinin artırılmasında önemli bir etkiye sahiptir. Çalışmada Millî Eğitim Bakanlığı tarafından 2018-2019 eğitim öğretim yılında hazırlanarak uygulamaya konulan Ortaöğretim Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı’nda bulunan bilişsel kazanımların Yenilenmiş Bloom Taksonomisi’ ne göre incelenmesi hedeflenmiştir. Bu amaçla öğretim programında belirtilen kazanımlar öğrenme alanlarına göre sınıflandırılmış, ardından bilişsel kazanımlar bilgi ve bilişsel süreç boyutlarına göre analiz edilmiştir. Programda toplam 89 kazanım bulunmaktadır. Çalışmanın örneklemini, programda bulunan ve bilişsel alana ait olan 79 kazanım oluşturmaktadır. Öğretim programındaki bilişsel kazanımların bilişsel süreç boyutundaki genel dağılımlarında anlama ve değerlendirme basamaklarındaki yoğunluk dikkat çekmektedir. Kazanımların tümünün %39,24’ü anlama basamağında bulunurken %34,17’si değerlendirme basamağında yer almaktadır. Yaklaşık her dört kazanımdan üçünün bu basamaklarda bulunması tam öğrenmenin gerçekleşmesi için kazanımların her basamakta dengeli olarak dağılması gerekliliğiyle ters düşmektedir. Kazanımların %8,86’sı hatırlama basamağında yer alırken %17,72’si çözümleme basamağında bulunmaktadır. Öğrencilerin öğrendiği bilgilerden hareketle hayatta karşılaştığı problemleri çözülebilme kazanımını elde ettiği uygulama basamağı ile öğrenilen bilgilerden yola çıkılarak yeni bilgilerin ortaya konulmasının amaçlandığı yaratma basamağında hiçbir kazanımın bulunmaması programın önemli bir eksiğidir. Bu durum öğretim programında belirtilen; öğrencilerin bilgiyi üreten, hayatta işlevsel olarak kullanabilen ve bu sayede problem çözebilen, eleştirel düşünen, topluma ve kültüre katkı sağlayan nitelikler kazanması hedefiyle çelişmektedir. Bu çalışmada nitel araştırma yöntemleri arasında bulunan doküman analizi yöntemi kullanılmıştır. Bu yöntemde araştırılacak konu hakkında yazılı bilgi kaynaklarının incelenmesi amaçlanmaktadır. Bu süreç; verilere ulaşılması, verilerin orijinalliğinin kontrol edilmesi, anlaşılması, analizi ve araştırmanın amacına uygun olarak değerlendirilmesi olmak üzere beş aşamada gerçekleştirilmektedir. Bu doğrultuda konu kapsamında olan kitap, tez, bilimsel makale ve sempozyum bildirileri amaca uygun olarak taranarak analiz edilmiştir. Elde edilen veriler, 2018-2019 eğitim-öğretim yılından itibaren uygulanan Din Kültürü ve Ahlak Bilgisi Dersi Öğretim Programı’nda bulunan kazanımların Yenilenmiş Bloom Taksonomisi’ne göre değerlendirilmesine zemin oluşturmuştur.

Implementing higher-order thinking skills into teaching-learning practice has become a priority for any teaching program anywhere today. This study aims to evaluate two books of BIPA (Bahasa Indonesia bagi Penutur Asing) 7 Sahabatku Indonesia (2019) based on the Revised Bloom’s Taxonomy (RBT). The content analysis approach was used in this study to analyze research data in the form of instructions and questions classified using the RBT category. First, the analysis results showed that the instructions and questions in the two BIPA books were dominated by lower-order thinking skills (‘understanding' and 'remembering'). Second, although lower-order thinking skills dominated the instructions and questions in the two BIPA books, this study revealed that the majority of the instructions and questions classified as lower-order thinking skills in both textbooks analyzed can be changed into higher-order thinking skills. The findings of this study infer that the majority of instructions and questions in the BIPA 7 Sahabatku Indonesia need to be revised to encourage higher-order thinking skills-oriented teaching. These findings serve as a reminder for textbook writers of the importance of providing cognitive activities that can help learners develop both lower-order and higher-order thinking skills in textbooks.

In this study, it was investigated whether it would be possible to observe abstraction processes of secondary school 7th graders using the Revised Bloom’s Taxonomy. For this purpose, eight students participated in the study. The study was conducted at a state secondary school in Turkey. Purposeful sampling method was used in the selection of students and different students were examined by their achievement levels. The research was modeled as a case study and the data were obtained through interviews. Therefore, the data were collected through an interview form developed by the researchers. The collected data were analyzed according to descriptive analysis method. The findings show that the abstraction process differs according to the dimensions of the taxonomy. Accordingly, it was determined that a student who abstracts information should behave at least at the application level in the cognitive level and at least at the conceptual knowledge level in the knowledge dimension. It was also considered that the Revised Bloom’s Taxonomy categorized the cognitive mechanisms required by abstraction processes thoroughly. Supporting this study with quantitative data is suggested so that the findings may become more significant.

Copyright of Journal of Interdisciplinary Education: Theory & Practice (JIETP) is the property of Journal of Interdisciplinary Education: Theory & Practice (JIETP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The correlation between the level of difficulty of assessments, Bloom's Taxonomy as well as pass rates of courses has been a seriously under-researched area in South Africa. In this study, we proposed the revised Bloom's taxonomy level of difficulty index, before we examined 112 firstyear 2017-2019 final and supplementary assessment papers from the Economic and Management Sciences Faculty of a university in Western Cape. The descriptive statistics showed that these assessment papers are different in terms of duration, total marks, type of questions asked as well as pass rates. It was also found that these first-year summative assessments asked questions mainly at levels two (understand) and three (apply) of the revised Bloom's Taxonomy. In addition, the correlation and econometric analysis did not find a strong correlation between the level of difficulty index and pass rates. Nonetheless, the above-mentioned results need to be interpreted with great caution, because strictly speaking, one should also control for differences in other characteristics (e.g., students' personal characteristics, school characteristics and lecture attendance). To conclude, there is no explicit national policy that guides higher education institutions (HEIs) on how to use Bloom's or any other taxonomy to assess students at the appropriate National Qualifications Framework (NQF) level. Hence, our findings suggest that there is a need for a national assessment policy framework to guide HEIs on how to assess undergraduate students at different cognitive levels as required by the NQF. [ABSTRACT FROM AUTHOR]

Bu araştırmada Türkçe dersi sınavlarında yer alan soruların üst düzey düşünme becerileri açısından sahip olduğu görünümün betimlenmesi amaçlanmıştır. Araştırma doküman incelemesi yöntemiyle yürütülmüş, veri kaynağının belirlenmesinde amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Araştırmanın veri kaynağını 8. sınıf düzeyindeki sınav kâğıtları oluşturmuştur. Araştırmaya LGS başarıları temelinde belirlenen birinci düzey okullar dâhil edilmiştir. Verilerin analizinde betimsel analiz gerçekleştirilmiştir. Araştırmadan elde edilen bulgular, sınavlarda güncellenmiş Bloom taksonomisinin bilişsel alan basamaklarına göre üst düzey düşünme becerilerine yönelik sadece yaratma basamağında soru hazırlandığını, çözümleme ve değerlendirme basamaklarına yönelik sorulara ise yer verilmediğini ortaya çıkarmıştır. PISA okuma becerileri yeterlik düzeylerine göre ise üst düzey okuma becerileri olarak kabul edilen 5 ve 6. düzeyde hiçbir soruya yer verilmediği tespit edilmiştir. Ayrıca incelenen sınavlarda en çok parçada anlam ve dil bilgisi sorularına en az ise sözel mantık, tablo/grafik inceleme ve görsel yorumlama sorularına yer verildiği tespit edilmiştir. Bu durum yazılı sınavlar ile uluslararası ortak sınavlar arasında uyumsuzluk olduğunu göstermektedir. Elde edilen bu sonuçlar alanyazın kapsamında tartışılmış ve öneri niteliğinde çözümleme, değerlendirme ve yaratma basamaklarına yönelik üst düzey soru örnekleri yazılmıştır.

The purpose of this study was to understand the level of teaching practices of the Agriculture Faulty at Bangladesh Agricultural University based on Revised Bloom’s Taxonomy (RevBT). Self-reported teaching methods and course learning outcomes identified by analysis of syllabi of the Agriculture Faculty at BAU were related to the lower order of RevBT. Faculty members from biological science and engineering used more teaching practices from evaluating level of RevBT than social science disciplines. Male.faculty members also used more teaching practices related to analyzing level of RevBT. Thus, it can be recommended that faculty members should increase their use of the applying, analyzing, and evaluating levels of RevBT to strive to increase critical thinking abilities among students.

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)