BLOOM’S TAXONOMY V/S ANDERSON KRATHWOHL’S TAXONOMY

BLOOM’S TAXONOMY V/S ANDERSON KRATHWOHL’S TAXONOMY

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  PAPER-XIII(b) TEACHER EDUCATION INSTITUTIONSAND FIELD WORK SANA FATIMA M.ED (SEM-III) GHULAM AHMED COLLEGE OF EDUCATION, BANJARA HILLS,
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  UNIT-4 LEARNING OBJECTIVESOF BIOLOGICAL SCIENCES TOPIC- BLOOM’S TAXONOMY V/S ANDERSON KRATHWOHL’S TAXONOMY SUBJECT:PEDAGOGY OF BIOLOGICAL SCIENCES
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  Benjamin. S. Bloomclassified domains of human learning into three parts:
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  BLOOM’S TAXONOMY V/S ANDERSON/KRATHWOHL  In2000, Bloom’s Taxonomy was revised by Anderson, a former student of bloom and David Krathwohl.  This Taxonomy discussed only cognitive process of dimension.  The revised taxonomy appears similar but with significant changes.
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  ANDERSON & KRATHWOHLTAXONOMY IS DIFFERENT IN THREE WAYS STRUCTURE TERMINOLOGY EMPHASIS
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  I) TERMINOLOGY
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  II) STRUCTURE  Basedon the theory of cognitive psychology,Anderson and Krathwohl came up with four dimensions of knowldege.  Factual Knowldege  Conceptual Knowledge  Procedural Knowledge  Meta cognitive Knowledge
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  Factual Knowledge  Thebasic elements that student must know to be aquainted with a discipline or solve problems in it  Knowledge of terminology  Knowledge of specific details and elements.
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  Conceptual Knowledge  TheInterrelationship among the basic elements within a structure that enables them to function together  Knowledge of functions  Knowledge of classification  Knowledge of principles  Knowledge of theories,models and structures.
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  Procedural Knowledge  Itdeals with how to do something.  Methods of enquiry  Criteria for using skills, techniques and methods.  Knowledge of techniques and methods.  Knowledge of criteria for determining when to use appropriate procedures.
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  Meta cognitive Knowledge Knowledge of cognition in general as well as awareness of one’s own cognition.  Strategic knowledge.  Cognitive tasks, including appropriate contextual and conditional knowledge.  Self-knowledge.
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  STRUCTURAL DIFFERENCES  (a)One dimensional taxonomy is revised in two dimensional forms.  (b) The order of synthesis and evaluation is interchanged and Creating replaced synthesis.  (c) In Bloom’s taxonomy, evaluation was the upper most level of thinking. In the revised taxonomy creating is at the top of the hierarchy.
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  III) EMPHASIS  Therevised taxonomy is more authentic tool for curriculum planning, developing materials for teaching-learning and assessment process.  It can easily be used for higher levels also.  Emphasis is more on the description of the subcategories of learning.