This document compares and contrasts Bloom's original taxonomy of learning with the revised version by Anderson and Krathwohl. The revised taxonomy has three main differences: terminology, structure, and emphasis. In terms of terminology, it uses different words than Bloom's original version. Its structure is two-dimensional rather than one-dimensional, and it reorders some levels. Finally, the revised taxonomy places more emphasis on describing subcategories of learning and being applicable to higher levels of education.

1. PAPER-XIII(b)
TEACHER EDUCATION INSTITUTIONS AND
FIELD WORK
SANA FATIMA
M.ED (SEM-III)
GHULAM AHMED COLLEGE OF
EDUCATION, BANJARA HILLS,

2. UNIT-4 LEARNING OBJECTIVES OF
BIOLOGICAL SCIENCES
TOPIC- BLOOM’S TAXONOMY V/S
ANDERSON KRATHWOHL’S
TAXONOMY
SUBJECT:PEDAGOGY OF
BIOLOGICAL SCIENCES

3. Benjamin. S. Bloom classified domains of
human learning into three parts:

4. BLOOM’S TAXONOMY
V/S
ANDERSON/KRATHWOHL
 In 2000, 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.

5. ANDERSON & KRATHWOHL TAXONOMY
IS DIFFERENT IN THREE WAYS
STRUCTURE
TERMINOLOGY
EMPHASIS

6. I) TERMINOLOGY

7. II) STRUCTURE
 Based on the theory of cognitive
psychology,Anderson and Krathwohl came up with
four dimensions of knowldege.
 Factual Knowldege
 Conceptual Knowledge
 Procedural Knowledge
 Meta cognitive Knowledge

9. Factual Knowledge
 The basic 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.

10. Conceptual Knowledge
 The Interrelationship 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.

11. Procedural Knowledge
 It deals 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.

12. 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.

13. 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.

14. III) EMPHASIS
 The revised 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.