Literaturnachweis - Detailanzeige
| Autor/in | Case, Roland |
|---|---|
| Titel | The Unfortunate Consequences of Bloom's Taxonomy |
| Quelle | In: Social Education, 77 (2013) 4, S.196-200 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0037-7724 |
| Schlagwörter | Taxonomy; Educational Theories; Educational Objectives; Outcome Measures; Cluster Grouping; Performance Factors; Teaching Methods; Social Studies; Criticism; Educational Practices |
| Abstract | The sequenced levels of thinking articulated in Bloom's original taxonomy (or in the multitude of subsequent variations) is the most widely known list in education. In addition to enduring popularity, it is arguably one of the most destructive theories in education. In this article, the author explains what makes it so damaging and how practitioners might better support their students' thinking. He goes about this by exploring what he considers to be three flaws in Bloom's taxonomy, explaining the source of each, and suggesting a better way forward. As an alternative, he suggests three principles to effectively promote thinking: (1) Adjust the difficulty so that every student engages regularly in "higher order" learning activities; (2) Appreciate that understanding of subject matter is not a "lower order" task that can be transmitted; it requires that students think critically with and about the ideas; and (3) Understand that inviting students to offer reasoned judgments is a more fruitful way of framing learning tasks than is the use of verbs clustered around levels of thinking that are removed from evaluative judgments. (ERIC). |
| Anmerkungen | National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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