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Cognitive, Affective and Psychomotor domains assessment in Science Education
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Cognitive, Affective and Psychomotor domains assessment in Science Education

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An attempt to overview bloom taxonomy from science point of view.

An attempt to overview bloom taxonomy from science point of view.

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    Cognitive, Affective and Psychomotor domains assessment in Science Education Cognitive, Affective and Psychomotor domains assessment in Science Education Presentation Transcript

    • Hafeez Asghar Mirza AS 752076
    • Contents;          Introduction & overview of Domains of Learning Definition of Cognitive, effective & Psychomotor Domain Bloom’s revised Taxonomy. Application of Cognitive domain in Science Learning. Implication of Bloom's Taxonomy in Lesson Planning. Bloom’s Taxonomy for Individual & group activities. Bloom’s Taxonomy in Science Education. Writing affective Domains References
    • Benjamin Samuel Bloom      ) (1913-1999 Master’s degree from Pennsylvania State University. Doctorate’s degree from the University of Chicago in1942. Bloom authored or co-authored 18 publications including Bloom’s Taxonomy. Although it received little attention when it was first published, Bloom’s Taxonomy has since been translated into 22 languages and is one of the most often cited references in education. For over 50 years, these objectives have been used to structure lessons, guide learning, and assess students' performance Bloom’s Taxonomy Areas of Domain 1) 2) 3) The Cognitive Domain is a knowledge-based domain, consisting of six levels. The Affective Domain is an attitudinal-based domain, consisting of five levels. The Psychomotor Domain is a skills-based domain, consisting of six levels.
    • ORIGINAL TERMS NEW TERMS  Evaluation •Creating  Synthesis •Evaluating  Analysis •Analysing  Application •Applying  Comprehension •Understanding  Knowledge •Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
    • Bloom’s Taxonomy provides a framework for teachers to design lesson plans that include higher-order thinking skills as the goal or objective for student learning.
    • Bloom's Taxonomy -based Learning Activities :for individual and/or group study activities. Knowledge • List characteristics •Identify biological objects or components from flash cards •Draw, classify, select, or match items •Write out the textbook definitions •Describe a biological process in your own words without copying it from a book or Comprehensio another source n •Write a sentence using the word •Give examples of a process Application Analysis •Check a drawing that another student labeled •Create lists of concepts and processes that your peers can match •Place flash cards in a bag and take turns selecting one for which you must define a term •Discuss content with peers •Take turns quizzing each other about definitions and have your peers check your answer •Practice writing out answers to old exam questions on •If possible, graph a biological process and the board and have your peers check to make sure you create scenarios that change the shape or don't have too much or too little information in your slope of the graph answer •Take turns teaching your peers a biological process while the group critiques the content • Compare and contrast two ideas or concepts • Work together to identify all of the concepts in a paper or textbook chapter, create individual maps linking the • Create a map of the main concepts by defining the relationships of the concepts concepts together with arrows and words that relate the using one- or two-way arrows concepts, and then grade each other's concept maps Synthesis • Create a model based on a given data set • Create a new model/summary sheet/concept map that •Create summary sheets that show how facts integrates each group member's ideas. and concepts relate to each other. Evaluation •Provide a written assessment of the •Provide a verbal assessment of the strengths and strengths and weaknesses of your peers' work weaknesses of your peers' work or understanding of a or understanding of a given concept based on given concept based on previously described criteria and previously determined criteria have your peers critique your assessment
    • BLOOM’S TAXONOMY IN SCIENCE Level I: Knowledge Level II: Comprehension List the planets in our solar system List 3-5 characteristics of each planet List the characteristics of comets, meteorites, and asteroids Explain in your own words the theories of Ptolemy, Copernicus, Galileo, and Newton as they relate to the structure of our solar system. Describe how most scientists believe the solar system first formed Level III: Application Level IV: Analysis Classify these “mystery planets” as either Inner Compare/contrast the photos of landforms on or Outer planets based on their characteristics. Earth and Mars. How might the features on Using your knowledge of mathematics, figure Mars have formed? out how much you would weigh on each of the Based on the data, what can you say about the planets in our solar system. relationship between a planet’s distance from the sun and its speed of revolution? Level V: Synthesis Level VI: Evaluation Design an experiment to investigate how the speed of  What were some sources of error in your a meteorite affects the size of a crater. experiment with craters? Construct a scale model of the solar system using Write an essay arguing for or against manned materials from home. missions to Mars. Use research to back up  Create a game that will teach young children about your opinion. the solar system.
    • Writing Affective Domain  These objectives focus on changing learners’ attitudes  The expression of these often involves statements of opinions, beliefs, or an assessment of worth (Smith & Ragan, 1999).  They deal almost exclusively with internal feelings and conditions that can only be artificially observed externally; therefore, their assessment is usually difficult
    • Receiving   Responding Students begin to demonstrate an awareness of the importance of learning Students show a new behavior as a result of experience They are willing to attend to classroom activity      They willingly read or hear   accept listen to attempt perceive be alert to obey tolerance of show Begin to participate in class activities Complete assigned homework Participate in class discussion Volunteer for tasks Show interest in the subject Enjoy helping others challenge support visit select follow along reply answer approve continue
    • Valuing Students begin to find the class worthwhile, showing definite involvement or commitment.  Demonstrate beliefs in the democratic process  Show concern for the welfare of others  Demonstrate problem solving attitude  Demonstrate commitment to social improvement Organization  Students integrate a new value into one’s general set of values  Recognizes the need for balance between freedom and responsibility Accepts responsibility for his or her own behaviour Understands and accepts own strengths and limitations Formulates a life plan in harmony with his abilities, interest, beliefs    defend assume display support offer participate choose attain accept become committed to judge share organize volunteer dispute
    • Characterization Students demonstrate internalization of the new value.  Demonstrate self-reliance in working independently  Cooperate in group activities  There is punctuality and self discipline consistently, join, participate believe practice continue to carry out
    • Psychomotor Domain Reflex movements: The basis of all movements stretch relax shorten tense inhibit extend lengthen straighten Fundamental Movements slide walk run jump grasp reach support handle crawl creep grasp tighten
    • CONT… Skilled movements Nondiscoursive Communication Play the piano file skate juggle paint fence golf Gesture stand express facially dance skillfully perform skillfully paint skillfully dance skillfully sit
    • References 1: http://www.lessonplanet.com/professional-development/courses 2: http://www.pinterest.com/pin/80501912059114844/ 3: Learning to Think, Thinking to Learn, (Based on Pohl, 2000, p. 8) 4:http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2592046/?report