Higher Order Thinking Skill in Study Pack
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This document defines higher order thinking skills (HOTS) and discusses Bloom's Taxonomy of educational objectives. It explains that HOTS involve more cognitive processing like synthesizing, analyzing, and evaluating, compared to lower-order skills. Benjamin Bloom developed a taxonomy of learning objectives with six levels moving from lower to higher order thinking. The document outlines the three domains of Bloom's Taxonomy - cognitive, affective, and psychomotor - and discusses the cognitive domain and its levels in more detail.
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Li804#1 Overview
This document summarizes theories of organizing information and classifying knowledge. It discusses the inherent human need to organize information to make sense of the environment and facilitate retrieval. Several theories of categorization and classification are outlined, including Aristotle's theory of categories, Wittgenstein's family resemblance theory, and Rosch's prototype theory. The document also discusses biases that can arise from existing classification systems and the bounded nature of organized knowledge.
A Model of Learning Objectives
A Model of Learning Objectives
Model created by: Rex Heer
Iowa State University
Center for Excellence in Learning and Teaching
Updated January, 2012
Licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unsupported License.
For additional resources, see:
http://www.celt.iastate.edu
Taxonomy bloom's revisi anderson & krathwohl's 2001
This document provides an overview of a revised taxonomy for learning objectives created by Anderson and Krathwohl that builds upon Bloom's original taxonomy. It describes the two main dimensions - the Cognitive Process dimension and the Knowledge dimension. The Cognitive Process dimension involves six categories of cognitive complexity from lower to higher order thinking skills. The Knowledge dimension classifies four types of knowledge from concrete to abstract. The taxonomy provides a framework to determine learning objectives involving different combinations of cognitive processes and knowledge.
Revised bloom's handout
This document provides an overview of a revised taxonomy for learning objectives created by Anderson and Krathwohl that builds upon Bloom's original taxonomy. It describes the two main dimensions - the Cognitive Process dimension and the Knowledge dimension. The Cognitive Process dimension involves six categories of cognitive complexity from lower to higher order thinking skills. The Knowledge dimension classifies four types of knowledge from concrete to abstract. The taxonomy provides a framework to determine learning objectives involving different combinations of cognitive processes and knowledge.
a model of learning objectives
1. The document presents a revised taxonomy for learning objectives based on Bloom's Taxonomy, with two dimensions - the Cognitive Process dimension and the Knowledge dimension.
2. The Cognitive Process dimension ranges from lower to higher order thinking skills, from Remember to Create. The Knowledge dimension ranges from concrete to abstract knowledge.
3. Learning objectives typically include a cognitive verb and object, referring to a cognitive process and type of knowledge. The taxonomy provides examples of objectives combining different processes and knowledge.
Taxonomy bloom's revisi anderson & krathwohl's 2001
1. The document presents a revised taxonomy for learning objectives based on Bloom's Taxonomy, with two dimensions - the Cognitive Process dimension and the Knowledge dimension.
2. The Cognitive Process dimension ranges from lower to higher order thinking skills. The Knowledge dimension ranges from concrete to abstract knowledge.
3. Learning objectives contain a verb referring to a cognitive process and a noun describing the expected knowledge, allowing objectives to correspond with categories in the taxonomy.
A Knowledge Concept Map Structured Concept Analysis From Systematic Literatu...
This document presents a knowledge concept map that was created through a systematic literature review and qualitative analysis of knowledge-related concepts. The map aims to provide a broad mental model of knowledge that relates numerous concepts from areas like epistemology, psychology, and knowledge management. It identifies 11 main "types of knowns" and suggests some new concepts like "extrathesis" as a potential higher-level skill than synthesis. The knowledge concept map is intended to serve as a resource for investigating, developing, or applying knowledge in various domains by providing an expanded view of knowledge and how different concepts are interrelated.
curriculum theory.pdf
This document discusses different theories of curriculum. It begins by explaining the different views of scientific theory, including the received view which sees theory as deductively connected laws. For curriculum theory, the received view takes basic concepts and defines others in terms of them through axioms and definitions. The document then discusses criticisms of the received view and alternatives like instrumentalism and realism. It provides definitions of curriculum theory and describes the common functions of theories as description, prediction, explanation, and guidance. The rest of the document outlines different ways of classifying curriculum theories, such as focusing on structure, values, content, or processes, and examines some major theorists within those classifications.
Recommended
Li804#1 Overview
This document summarizes theories of organizing information and classifying knowledge. It discusses the inherent human need to organize information to make sense of the environment and facilitate retrieval. Several theories of categorization and classification are outlined, including Aristotle's theory of categories, Wittgenstein's family resemblance theory, and Rosch's prototype theory. The document also discusses biases that can arise from existing classification systems and the bounded nature of organized knowledge.
A Model of Learning Objectives
A Model of Learning Objectives
Model created by: Rex Heer
Iowa State University
Center for Excellence in Learning and Teaching
Updated January, 2012
Licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unsupported License.
For additional resources, see:
http://www.celt.iastate.edu
Taxonomy bloom's revisi anderson & krathwohl's 2001
This document provides an overview of a revised taxonomy for learning objectives created by Anderson and Krathwohl that builds upon Bloom's original taxonomy. It describes the two main dimensions - the Cognitive Process dimension and the Knowledge dimension. The Cognitive Process dimension involves six categories of cognitive complexity from lower to higher order thinking skills. The Knowledge dimension classifies four types of knowledge from concrete to abstract. The taxonomy provides a framework to determine learning objectives involving different combinations of cognitive processes and knowledge.
Revised bloom's handout
This document provides an overview of a revised taxonomy for learning objectives created by Anderson and Krathwohl that builds upon Bloom's original taxonomy. It describes the two main dimensions - the Cognitive Process dimension and the Knowledge dimension. The Cognitive Process dimension involves six categories of cognitive complexity from lower to higher order thinking skills. The Knowledge dimension classifies four types of knowledge from concrete to abstract. The taxonomy provides a framework to determine learning objectives involving different combinations of cognitive processes and knowledge.
a model of learning objectives
1. The document presents a revised taxonomy for learning objectives based on Bloom's Taxonomy, with two dimensions - the Cognitive Process dimension and the Knowledge dimension.
2. The Cognitive Process dimension ranges from lower to higher order thinking skills, from Remember to Create. The Knowledge dimension ranges from concrete to abstract knowledge.
3. Learning objectives typically include a cognitive verb and object, referring to a cognitive process and type of knowledge. The taxonomy provides examples of objectives combining different processes and knowledge.
Taxonomy bloom's revisi anderson & krathwohl's 2001
1. The document presents a revised taxonomy for learning objectives based on Bloom's Taxonomy, with two dimensions - the Cognitive Process dimension and the Knowledge dimension.
2. The Cognitive Process dimension ranges from lower to higher order thinking skills. The Knowledge dimension ranges from concrete to abstract knowledge.
3. Learning objectives contain a verb referring to a cognitive process and a noun describing the expected knowledge, allowing objectives to correspond with categories in the taxonomy.
A Knowledge Concept Map Structured Concept Analysis From Systematic Literatu...
This document presents a knowledge concept map that was created through a systematic literature review and qualitative analysis of knowledge-related concepts. The map aims to provide a broad mental model of knowledge that relates numerous concepts from areas like epistemology, psychology, and knowledge management. It identifies 11 main "types of knowns" and suggests some new concepts like "extrathesis" as a potential higher-level skill than synthesis. The knowledge concept map is intended to serve as a resource for investigating, developing, or applying knowledge in various domains by providing an expanded view of knowledge and how different concepts are interrelated.
curriculum theory.pdf
This document discusses different theories of curriculum. It begins by explaining the different views of scientific theory, including the received view which sees theory as deductively connected laws. For curriculum theory, the received view takes basic concepts and defines others in terms of them through axioms and definitions. The document then discusses criticisms of the received view and alternatives like instrumentalism and realism. It provides definitions of curriculum theory and describes the common functions of theories as description, prediction, explanation, and guidance. The rest of the document outlines different ways of classifying curriculum theories, such as focusing on structure, values, content, or processes, and examines some major theorists within those classifications.
Curriculum theory
This document discusses different theories of curriculum. It begins by explaining the concept of theory in general and debates around the "received view" of scientific theory. It then examines different approaches to curriculum theory, including their functions of description, prediction, explanation and guidance. The document also analyzes different frameworks for classifying curriculum theories, such as focusing on their structure, values, content or processes. Specific theorists are discussed, such as Macdonald who viewed curriculum as a social system, and Apple who analyzed the relationship between society and schools through the concept of hegemony.
Curriculm theory_ppt.ppt
The document discusses curriculum theory and different approaches to conceptualizing curriculum theory. It describes how curriculum theory aims to explain and guide curriculum decision-making. Various theorists have proposed different categorizations of curriculum theory, such as formal vs. event vs. valuational vs. praxiological theory. The document also discusses the process of theory-building, including defining terms, classifying concepts, and distinguishing between inductive and deductive reasoning approaches. Overall, the document examines perspectives on what constitutes curriculum theory and its purposes.
Theory in Education
This document discusses definitions of theory from various sources and defines educational theory. It explores approaches to educational theory, including the relationship between theory and practice/philosophy. Descriptive and prescriptive theories are examined. School administration and instructional theory are provided as examples of developing sub-theories within educational theory. The role of theorists and practitioners is addressed, as well as conflicts that can arise between them. Overall the document outlines the development of educational theory through examining definitions, approaches, and examples of sub-theories.
Bloom's taxanomy
The document discusses Bloom's revised taxonomy, which classifies learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves different levels of thinking skills and was revised by Bloom's disciples to change terminology from nouns to verbs that better reflect active thinking processes. The affective domain concerns the way people deal with things emotionally, such as values, motivation and attitudes. The psychomotor domain involves physical skills and was added by R.H. Dave involving levels from imitation to naturalization. The taxonomy is useful for classifying objectives, understanding student development, comparing curricula, tracking student progress, and guiding teaching approaches to address all domains.
blooms taxonomy.docx
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. The original taxonomy had six levels moving from simple recall to evaluation. In recent years, the taxonomy was revised to be two-dimensional, separating cognitive processes from knowledge. The cognitive processes are remember, understand, apply, analyze, evaluate, and create. The knowledge aspects are factual, conceptual, procedural, and metacognitive. This revised framework provides more flexibility and accuracy in assessing student learning outcomes.
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Teaching critical thinking involves defining what it is, how to teach it, and why it is important. There is no consensus on a definition of critical thinking, how best to teach it, or whether it can be taught. Approaches include stand-alone courses focusing on general skills versus integrated approaches within specific subjects. While critical thinking is widely believed to be important, there is skepticism around whether it can truly be taught and evaluations of critical thinking programs have had mixed results.
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Need and significance of teaching Mathematics-Aims: Practical, Social, Disciplinary and Cultural- Instructional Objectives: General Instructional Objectives (G.I.Os) and Specific Instructional Objectives (S.I.Os) relating to the Cognitive, Affective and Psychomotor Domain based on Bloom’s Taxonomy of Educational Objectives – Revised Bloom’s Taxonomy.
interdispl final.pptx
Here are 5 points for each:
History:
1. Explore migration trends over different time periods
2. Analyze patterns and reasons for historical migrations
3. Examine internal and external migrations within nations
4. Consider how migration affected populations over time
5. Research how migrated groups were treated historically
Geography:
1. Study patterns and types of migration globally
2. Analyze reasons and factors influencing migration routes
3. Examine impacts of migration on populations and livelihoods
4. Consider how terrain and environment affect migration
5. Map and visualize migration trends over time and space
Economics:
1. Analyze how migration impacts supply and demand of labor
2. Ex
GregorThe Nature of Theory in ISMIS Quarterly Vol. 30 No..docx
Gregor/The Nature of Theory in IS
MIS Quarterly Vol. 30 No. 3, pp. 611-642/September 2006 611
RESEARCH ESSAY
THE NATURE OF THEORY IN INFORMATION SYSTEMS1
By: Shirley Gregor
School of Accounting and Business Information
Systems
College of Business and Economics
The Australian National University
Canberra ACT 0200
AUSTRALIA
[email protected]
Abstract
The aim of this research essay is to examine the structural
nature of theory in Information Systems. Despite the impor-
tance of theory, questions relating to its form and structure
are neglected in comparison with questions relating to episte-
mology. The essay addresses issues of causality, explanation,
prediction, and generalization that underlie an understanding
of theory. A taxonomy is proposed that classifies information
systems theories with respect to the manner in which four
central goals are addressed: analysis, explanation, predic-
tion, and prescription. Five interrelated types of theory are
distinguished: (1) theory for analyzing, (2) theory for ex-
plaining, (3) theory for predicting, (4) theory for explaining
and predicting, and (5) theory for design and action.
Examples illustrate the nature of each theory type. The appli-
cability of the taxonomy is demonstrated by classifying a
sample of journal articles. The paper contributes by showing
that multiple views of theory exist and by exposing the
assumptions underlying different viewpoints. In addition, it
is suggested that the type of theory under development can
influence the choice of an epistemological approach. Support
1Allen Lee was the accepting senior editor for this paper. M. Lynne Markus,
Michael D. Myers, and Robert W. Zmud served as reviewers.
is given for the legitimacy and value of each theory type. The
building of integrated bodies of theory that encompass all
theory types is advocated.
Keywords: Theory, theory taxonomy, theory structure, infor-
mation systems discipline, philosophy of science, philosophy
of social sciences, interpretivist theory, design theory, design
science, explanation, prediction, causality, generalization
Introduction
The aim of this essay is to examine the structural nature of
theory in the discipline of Information Systems. There are a
number of grounds for believing that this meta-theoretical
exploration is both necessary and timely. Calls continue for
“good theory” in IS (Watson 2001) and the development of
our “own” theory (Weber 2003). Despite the recognition of
the need for theory development, however, there is limited
discussion in IS forums of what theory means in IS and what
form contributions to knowledge can take.
To place this discussion in context, consider the questions that
arise about the bodies of knowledge or theories encompassed
in a discipline. These questions fall into a number of inter-
related classes2:
1. Domain questions. What phenomena are of interest in
the discipline? What are the core problems or topics of
interest? What are the boundar ...
Toward a Phylogenetic Reconstruction of Organizational Life
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Common misconceptions of critical thinkingSHARON BAILIN, R.docx
Common misconceptions of critical thinking
SHARON BAILIN, ROLAND CASE,
JERROLD R. COOMBS and LEROI B. DANIELS
In this paper, the ®rst of two, we analyse three widely-held conceptions of critical
thinking: as one or more skills, as mental processes, and as sets of procedures. Each
view is, we contend, wrong-headed, misleading or, at best, unhelpful. Some who write
about critical thinking seem to muddle all three views in an unenlightening meÂlange.
Apart from the errors or inadequacies of the conceptions themselves, they promote or
abet misconceived practices for teaching critical thinking. Together, they have led to
the view that critical thinking is best taught by practising it. We oÄer alternative
proposals for the teaching of critical thinking.
Critical thinking is a subject of considerable current interest, both in terms
of theory and pedagogy. A great deal is written about critical thinking,
conferences on the subject abound, and educational initiatives aimed at
fostering critical thinking proliferate.1 It is our view that much of the
theoretical work and many of the pedagogical endeavours in this area are
misdirected because they are based on faulty conceptions of critical think-
ing. Critical thinking is frequently conceptualized in terms of skills, pro-
cesses, procedures and practice. Much of the educational literature either
refers to cognitive or thinking skills or equates critical thinking with certain
mental processes or procedural moves that can be improved through
practice. In this paper we attempt to explain the misconceptions inherent
in such ways of conceptualizing critical thinking. It is important to note
that much of the literature contains a pervasive miasma of overlapping uses
of such terms as skill, process, procedure, behaviour, mental operations,
j. curriculum studies
, 1999, vol. 31, no. 3, 269±283
S haron Bailin, a professor in the Faculty of Education, Simon Fraser University, Burnaby,
British Columbia, Canada V5A 1S6, is interested in philosophical inquiries into critical
thinking, creativity and aesthetic education. Her publications include Reason and V alues:
New Essays in Philosophy of Education (Calgary, AB: Detselig, 1993), co-edited with John P.
Portelli.
Roland Case, an associate professor in the Faculty of Education, Simon Fraser University,
conducts research in social studies and legal and global education. His most recent book is
The Canadian Anthology of Social S tudies: Issues and S trategies (Burnaby, BC: Faculty of
Education, Simon Fraser University), co-edited with Penney Clark.
Jerrold R. Coombs, a professor in the Faculty of Education, University of British Columbia,
has published extensively on ethical issues in education and the development of competence
in practical reasoning. His publications include Applied Ethics: A Reader (Oxford: Black-
well, 1993), co-edited with Earl R. Winkler.
L eRoi B. Daniels, a professor emeritus in the Faculty of Education, University of British
Columbia, is ...
Educational psychology Taxonomy
This document discusses different frameworks for classifying levels of human cognition and motivation, including Bloom's Taxonomy and Maslow's Hierarchy of Needs. Bloom's Taxonomy categorizes cognitive, affective, and psychomotor domains to define educational goals and objectives from basic recall to evaluation. Maslow's Hierarchy proposes that people are motivated to fulfill basic needs for survival and security before seeking higher needs for belonging, esteem, and self-actualization. Both frameworks have been influential in developing educational assessments, curriculum, and instructional methods.
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This document discusses governance and critical pedagogy from a poststructural perspective. It begins by exploring Foucault's work on how power operates through governance and discipline to marginalize groups. It then examines poststructural thought and how discourse constructs reality and power/knowledge. The document analyzes how curriculum operates as a site of governance that privileges some ways of reasoning over others. Finally, it considers how critical pedagogy could adopt a poststructural lens to avoid simply replacing one orthodoxy with another or oversimplifying power relations.
BLOOM.docx
Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition - from basic factual recall to advanced critical thinking. It was proposed by Benjamin Bloom in 1956 and categorizes learning objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain, the taxonomy arranges cognitive skills into six main categories by level of difficulty - from basic recall to evaluation. An educator's goal in using Bloom's taxonomy is to facilitate higher-order thinking in students by building skills from lower to higher cognitive levels.
Curriculum Theory
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
2011TheoriesofJobSatisfaction-GLOBALAPPLICATIONSLIMITATIONS.pdf
This document summarizes several theories of job satisfaction and classifies them. It discusses early theories like Scientific Management and Hawthorne Studies. Common classifications group theories based on their nature (content vs process) or chronological appearance. Content theories focus on what motivates people at work by identifying needs, drives, and incentives. Examples discussed include Maslow's hierarchy of needs, Herzberg's two-factor theory, and McClelland's needs theory. Process theories examine how satisfaction is formed through cognitive and behavioral processes. Expectancy theory and goal setting theory are mentioned as examples. The document aims to synthesize theories into a conceptual model that identifies each theory's contribution to understanding job satisfaction.
2011TheoriesofJobSatisfaction-GLOBALAPPLICATIONSLIMITATIONS.pdf
This document summarizes several theories of job satisfaction and classifies them. It discusses early theories like Scientific Management and Hawthorne Studies. Common classifications group theories based on their nature (content vs process) or chronological appearance. Content theories focus on what motivates people at work by identifying needs, drives, and incentives. Examples discussed include Maslow's hierarchy of needs, Herzberg's two-factor theory, and McClelland's needs theory. Process theories examine how satisfaction is formed through cognitive and behavioral processes. Expectancy theory and goal setting theory are mentioned as examples. The document aims to synthesize theories into a conceptual model that identifies each theory's contribution to understanding job satisfaction.
Curriculum Studies
This document discusses the concept of curriculum and debates around what constitutes the substance or essential principles of a curriculum. It traces the origins of curriculum back to 16th century Europe when the concept emerged along with modern schooling dominated by Christian ideology. It discusses how knowledge, curriculum rationales, and what counts as legitimate knowledge to include or exclude from curriculum have been topics of philosophical debate. The document also examines the technical vs. theoretical debate in curriculum proposed by Looney, with technical approaches focused on procedures and evaluation winning out over consideration of curriculum substance or principles.
A CONCEPTUAL FRAMEWORK FOR CRITICAL THINKING-BASED IMPLEMENTATIONS 1
This document provides a conceptual framework for critical thinking-based implementations by defining key terms and concepts. It summarizes higher-order thinking skills as including creative thinking, critical thinking, reflective thinking, and problem-solving. The document then defines critical thinking and outlines its subcomponents. It identifies significant considerations for designing critical thinking studies, such as teaching critical thinking across disciplines and age groups, ensuring studies are comprehensive and longitudinal, directly targeting an improvement in critical thinking, and providing examples linking critical thinking to daily life. The conceptual framework is intended to clarify definitions and guide the design of scientific studies in this area.
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The document discusses Bloom's revised taxonomy, which classifies learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves different levels of thinking skills and was revised by Bloom's disciples to change terminology from nouns to verbs that better reflect active thinking processes. The affective domain concerns the way people deal with things emotionally, such as values, motivation and attitudes. The psychomotor domain involves physical skills and was added by R.H. Dave involving levels from imitation to naturalization. The taxonomy is useful for classifying objectives, understanding student development, comparing curricula, tracking student progress, and guiding teaching approaches to address all domains.
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Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. The original taxonomy had six levels moving from simple recall to evaluation. In recent years, the taxonomy was revised to be two-dimensional, separating cognitive processes from knowledge. The cognitive processes are remember, understand, apply, analyze, evaluate, and create. The knowledge aspects are factual, conceptual, procedural, and metacognitive. This revised framework provides more flexibility and accuracy in assessing student learning outcomes.
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interdispl final.pptx
Here are 5 points for each:
History:
1. Explore migration trends over different time periods
2. Analyze patterns and reasons for historical migrations
3. Examine internal and external migrations within nations
4. Consider how migration affected populations over time
5. Research how migrated groups were treated historically
Geography:
1. Study patterns and types of migration globally
2. Analyze reasons and factors influencing migration routes
3. Examine impacts of migration on populations and livelihoods
4. Consider how terrain and environment affect migration
5. Map and visualize migration trends over time and space
Economics:
1. Analyze how migration impacts supply and demand of labor
2. Ex
GregorThe Nature of Theory in ISMIS Quarterly Vol. 30 No..docx
Gregor/The Nature of Theory in IS
MIS Quarterly Vol. 30 No. 3, pp. 611-642/September 2006 611
RESEARCH ESSAY
THE NATURE OF THEORY IN INFORMATION SYSTEMS1
By: Shirley Gregor
School of Accounting and Business Information
Systems
College of Business and Economics
The Australian National University
Canberra ACT 0200
AUSTRALIA
[email protected]
Abstract
The aim of this research essay is to examine the structural
nature of theory in Information Systems. Despite the impor-
tance of theory, questions relating to its form and structure
are neglected in comparison with questions relating to episte-
mology. The essay addresses issues of causality, explanation,
prediction, and generalization that underlie an understanding
of theory. A taxonomy is proposed that classifies information
systems theories with respect to the manner in which four
central goals are addressed: analysis, explanation, predic-
tion, and prescription. Five interrelated types of theory are
distinguished: (1) theory for analyzing, (2) theory for ex-
plaining, (3) theory for predicting, (4) theory for explaining
and predicting, and (5) theory for design and action.
Examples illustrate the nature of each theory type. The appli-
cability of the taxonomy is demonstrated by classifying a
sample of journal articles. The paper contributes by showing
that multiple views of theory exist and by exposing the
assumptions underlying different viewpoints. In addition, it
is suggested that the type of theory under development can
influence the choice of an epistemological approach. Support
1Allen Lee was the accepting senior editor for this paper. M. Lynne Markus,
Michael D. Myers, and Robert W. Zmud served as reviewers.
is given for the legitimacy and value of each theory type. The
building of integrated bodies of theory that encompass all
theory types is advocated.
Keywords: Theory, theory taxonomy, theory structure, infor-
mation systems discipline, philosophy of science, philosophy
of social sciences, interpretivist theory, design theory, design
science, explanation, prediction, causality, generalization
Introduction
The aim of this essay is to examine the structural nature of
theory in the discipline of Information Systems. There are a
number of grounds for believing that this meta-theoretical
exploration is both necessary and timely. Calls continue for
“good theory” in IS (Watson 2001) and the development of
our “own” theory (Weber 2003). Despite the recognition of
the need for theory development, however, there is limited
discussion in IS forums of what theory means in IS and what
form contributions to knowledge can take.
To place this discussion in context, consider the questions that
arise about the bodies of knowledge or theories encompassed
in a discipline. These questions fall into a number of inter-
related classes2:
1. Domain questions. What phenomena are of interest in
the discipline? What are the core problems or topics of
interest? What are the boundar ...
Toward a Phylogenetic Reconstruction of Organizational Life
Classification is an important activity that facilitates theory development in many academic disciplines. Scholars in fields such as organizational science, management science and economics and have long recognized that classification offers an approach for ordering and understanding the diversity of organizational taxa (groups of one or more similar organizational entities). However, even the most prominent organizational classifications have limited utility, as they tend to be shaped by a specific research bias, inadequate units of analysis and a standard neoclassical economic view that does not naturally accommodate the disequilibrium dynamics of modern competition. The result is a relatively large number of individual and unconnected organizational classifications, which tend to ignore the processes of change responsible for organizational diversity. Collectively they fail to provide any sort of universal system for ordering, compiling and presenting knowledge on organizational diversity. This paper has two purposes. First, it reviews the general status of the major theoretical approaches to biological and organizational classification and compares the methods and resulting classifications derived from each approach. Definitions of key terms and a discussion on the three principal schools of biological classification (evolutionary systematics, phenetics and cladistics) are included in this review. Second, this paper aims to encourage critical thinking and debate about the use of the cladistic classification approach for inferring and representing the historical relationships underpinning organizational diversity. This involves examining the feasibility of applying the logic of common ancestry to populations of organizations. Consequently, this paper is exploratory and preparatory in style, with illustrations and assertions concerning the study and classification of organizational diversity.
Outline of a Multidimensional Theory of Learning by Competences: An Essay abo...
There are several possibilities for understanding complex and polysemic terms such as Education and Learning. In this sense, over the last 30 years a theory of learning in particular has gained enough scientific status and reliability to serve as support for the implementation and regulation of education systems around the world: it is the Theory of Learning by Competencies. This theory, however, is subject to refinements and modifications, especially when confronted with scientific models such as Metaciência Social (created by Pablo Bispo dos Santos) and Unified Field Theory (created by Albert Einstein). This paper presents an essay to discuss the possibility of creating and applying (to several objects of study) a new methodology of educational evaluation called: Holospheric Learning System.
Common misconceptions of critical thinkingSHARON BAILIN, R.docx
Common misconceptions of critical thinking
SHARON BAILIN, ROLAND CASE,
JERROLD R. COOMBS and LEROI B. DANIELS
In this paper, the ®rst of two, we analyse three widely-held conceptions of critical
thinking: as one or more skills, as mental processes, and as sets of procedures. Each
view is, we contend, wrong-headed, misleading or, at best, unhelpful. Some who write
about critical thinking seem to muddle all three views in an unenlightening meÂlange.
Apart from the errors or inadequacies of the conceptions themselves, they promote or
abet misconceived practices for teaching critical thinking. Together, they have led to
the view that critical thinking is best taught by practising it. We oÄer alternative
proposals for the teaching of critical thinking.
Critical thinking is a subject of considerable current interest, both in terms
of theory and pedagogy. A great deal is written about critical thinking,
conferences on the subject abound, and educational initiatives aimed at
fostering critical thinking proliferate.1 It is our view that much of the
theoretical work and many of the pedagogical endeavours in this area are
misdirected because they are based on faulty conceptions of critical think-
ing. Critical thinking is frequently conceptualized in terms of skills, pro-
cesses, procedures and practice. Much of the educational literature either
refers to cognitive or thinking skills or equates critical thinking with certain
mental processes or procedural moves that can be improved through
practice. In this paper we attempt to explain the misconceptions inherent
in such ways of conceptualizing critical thinking. It is important to note
that much of the literature contains a pervasive miasma of overlapping uses
of such terms as skill, process, procedure, behaviour, mental operations,
j. curriculum studies
, 1999, vol. 31, no. 3, 269±283
S haron Bailin, a professor in the Faculty of Education, Simon Fraser University, Burnaby,
British Columbia, Canada V5A 1S6, is interested in philosophical inquiries into critical
thinking, creativity and aesthetic education. Her publications include Reason and V alues:
New Essays in Philosophy of Education (Calgary, AB: Detselig, 1993), co-edited with John P.
Portelli.
Roland Case, an associate professor in the Faculty of Education, Simon Fraser University,
conducts research in social studies and legal and global education. His most recent book is
The Canadian Anthology of Social S tudies: Issues and S trategies (Burnaby, BC: Faculty of
Education, Simon Fraser University), co-edited with Penney Clark.
Jerrold R. Coombs, a professor in the Faculty of Education, University of British Columbia,
has published extensively on ethical issues in education and the development of competence
in practical reasoning. His publications include Applied Ethics: A Reader (Oxford: Black-
well, 1993), co-edited with Earl R. Winkler.
L eRoi B. Daniels, a professor emeritus in the Faculty of Education, University of British
Columbia, is ...
Educational psychology Taxonomy
This document discusses different frameworks for classifying levels of human cognition and motivation, including Bloom's Taxonomy and Maslow's Hierarchy of Needs. Bloom's Taxonomy categorizes cognitive, affective, and psychomotor domains to define educational goals and objectives from basic recall to evaluation. Maslow's Hierarchy proposes that people are motivated to fulfill basic needs for survival and security before seeking higher needs for belonging, esteem, and self-actualization. Both frameworks have been influential in developing educational assessments, curriculum, and instructional methods.
Governance and Critical Pedagogy
This document discusses governance and critical pedagogy from a poststructural perspective. It begins by exploring Foucault's work on how power operates through governance and discipline to marginalize groups. It then examines poststructural thought and how discourse constructs reality and power/knowledge. The document analyzes how curriculum operates as a site of governance that privileges some ways of reasoning over others. Finally, it considers how critical pedagogy could adopt a poststructural lens to avoid simply replacing one orthodoxy with another or oversimplifying power relations.
BLOOM.docx
Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition - from basic factual recall to advanced critical thinking. It was proposed by Benjamin Bloom in 1956 and categorizes learning objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain, the taxonomy arranges cognitive skills into six main categories by level of difficulty - from basic recall to evaluation. An educator's goal in using Bloom's taxonomy is to facilitate higher-order thinking in students by building skills from lower to higher cognitive levels.
Curriculum Theory
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
2011TheoriesofJobSatisfaction-GLOBALAPPLICATIONSLIMITATIONS.pdf
This document summarizes several theories of job satisfaction and classifies them. It discusses early theories like Scientific Management and Hawthorne Studies. Common classifications group theories based on their nature (content vs process) or chronological appearance. Content theories focus on what motivates people at work by identifying needs, drives, and incentives. Examples discussed include Maslow's hierarchy of needs, Herzberg's two-factor theory, and McClelland's needs theory. Process theories examine how satisfaction is formed through cognitive and behavioral processes. Expectancy theory and goal setting theory are mentioned as examples. The document aims to synthesize theories into a conceptual model that identifies each theory's contribution to understanding job satisfaction.
2011TheoriesofJobSatisfaction-GLOBALAPPLICATIONSLIMITATIONS.pdf
This document summarizes several theories of job satisfaction and classifies them. It discusses early theories like Scientific Management and Hawthorne Studies. Common classifications group theories based on their nature (content vs process) or chronological appearance. Content theories focus on what motivates people at work by identifying needs, drives, and incentives. Examples discussed include Maslow's hierarchy of needs, Herzberg's two-factor theory, and McClelland's needs theory. Process theories examine how satisfaction is formed through cognitive and behavioral processes. Expectancy theory and goal setting theory are mentioned as examples. The document aims to synthesize theories into a conceptual model that identifies each theory's contribution to understanding job satisfaction.
Curriculum Studies
This document discusses the concept of curriculum and debates around what constitutes the substance or essential principles of a curriculum. It traces the origins of curriculum back to 16th century Europe when the concept emerged along with modern schooling dominated by Christian ideology. It discusses how knowledge, curriculum rationales, and what counts as legitimate knowledge to include or exclude from curriculum have been topics of philosophical debate. The document also examines the technical vs. theoretical debate in curriculum proposed by Looney, with technical approaches focused on procedures and evaluation winning out over consideration of curriculum substance or principles.
A CONCEPTUAL FRAMEWORK FOR CRITICAL THINKING-BASED IMPLEMENTATIONS 1
This document provides a conceptual framework for critical thinking-based implementations by defining key terms and concepts. It summarizes higher-order thinking skills as including creative thinking, critical thinking, reflective thinking, and problem-solving. The document then defines critical thinking and outlines its subcomponents. It identifies significant considerations for designing critical thinking studies, such as teaching critical thinking across disciplines and age groups, ensuring studies are comprehensive and longitudinal, directly targeting an improvement in critical thinking, and providing examples linking critical thinking to daily life. The conceptual framework is intended to clarify definitions and guide the design of scientific studies in this area.
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GregorThe Nature of Theory in ISMIS Quarterly Vol. 30 No..docx
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 5
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Chapter 6
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Higher Order Thinking Skill in Study Pack
- 2. HIGH ORDER THINKING SKILLS (HOTS) IN STUDY PACK PRESENTED BY KORNELIS ALEXANDER SIGA (17716251032) TAUFIK (17716251040)
- 4. Definition A concept of education reform based on learning taxonomies (such as Bloom's Taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits. (Anderson & Krathwohl, 2001) Higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking HOTS moves away from general knowledge type skills to thinking skills like: synthesizing, analyzing, reasoning, comprehending, application and evaluation (Sue Watson, 2003)
- 5. A Jewish-American Educational Psychologist Contribution: 1. Classification of Educational Objectives 2. Theory of Mastery- Learning
- 6. TAXONOMY Comes From Greek word “taxis=arrangement” and “nomos=science” Science of arrangements A set of classification principles or structure and domain which means category
- 8. COGNITIVE DOMAIN The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, concepts that serve in the development of intellectual abilities and skills
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- 10. Revised Bloom’s Taxonomy During 1990s, Benjamin Bloom former student, Lorin Anderson updated the taxonomy to add greater relevance for 21st century students and teachers.
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