A Study of the Reconstruction of the Bloom's Taxonomy by "the Revised Taxonomy" : An Examination of the Two-dimensional Structure of Knowledge Dimension and Cognitive Process Dimension

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  • 「改訂版タキソノミー」によるブルーム・タキソノミーの再構築 : 知識と認知過程の二次元構成の検討を中心に
  • カイテイバン タキソノミー ニ ヨル ブルーム タキソノミー ノ サイコウチク チシキ ト ニンチ カテイ ノ 2ジゲン コウセイ ノ ケントウ オ チュウシン ニ

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Abstract

"The Revised Taxonomy" revised the cognitive domain of the taxonomy of educational objectives developed by B. S. Bloom, i.e. Bloom's taxonomy or the original version. Bloom's taxonomy is a framework which classifies and clarifies educational objectives. The purpose of this paper is to explore the significance of "the Revised Taxonomy" in comparison with the original version. First, this paper examines some changes in the revision, especially its two-dimensional structure, which is one of its most important structural changes. "The Revised Taxonomy" describes six major cognitive process categories and four types of knowledge, which make up the two-dimensional structure. Secondly, this paper extracts from the original version the direction of instructional improvement inherent in the taxonomy structure, which is referred to herein as "the logic for structuring educational objectives". The original version seeks to broaden teachers' horizons with regard to the higher-order cognitive objectives. On the other hand, it also makes teachers focus on the attainment of the knowledge objectives, which provides the basis for these higher-order cognitive objectives. However, in its perspectives on learning, upon which the logic is grounded, the original version assumes that the development of intellectual skills can be separated from knowledge acquisition, and envisages knowledge acquisition as a process of accumulating bits of information. "The Revised Taxonomy" has the perspectives on learning different from the original version, i.e. the constructivist view of knowledge and the domain specificity, both of which are based on cognitive psychological research. These differences form the background of the two-dimensional structure. This two-dimensional structure may encourage teachers to rethink the quality of knowledge acquisition and elucidate the knowledge base, which supports the higher-order cognitive objectives. Therefore, the transition from the original version to "the Revised Taxonomy" may be described as a process of reconstructing the logic for structuring educational objectives.

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