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128                     8  Designing Learning Activities and Instructional Systems
            8.2.2 Bloom’s Taxonomy

            The primary purpose of learning objective analysis is to find out what learning
            outcome the learners can obtain after learning a specific part of the content, such as
            knowledge, skills, and so on. There are many ways to characterize learning
            objectives, and it requires a target classification framework to interpret systemati-
            cally. Bloom’s taxonomy is a familiar classic classification framework for analyzing
            the learning objectives.
              Benjamin S. Bloom (1956) developed a hierarchy of educational objectives,
            which is referred to as Bloom’s taxonomy, which covers the learning objectives in
            three domains: cognitive, affective, and psychomotor.

            • The cognitive domain includes intellectual skills and knowledge processing,
              which is the primary focus of most traditional education and is frequently used
              to structure curriculum learning objectives, assessments, and activities.
            • The affective domain represents objectives that are concerned with attitudes and
              feelings.
            • The psychomotor domain concerns what students might do physically.

              (Anderson & Krathwohl, 2001; Krathwohl, Bloom, & Masia, 1964; Bloom,
            1956)

            8.2.2.1 Cognitive Domain
            Bloom’s taxonomy within the cognitive domain includes the six levels: knowledge,
            comprehension, application, analysis, synthesis, and evaluation. The six levels are
            classified hierarchically from the simplest action to the high-order thinking actions
            (Bloom, 1956). The six levels of Bloom’s taxonomy were arranged in a cumulative
            hierarchical framework, that is, achievement of complex skill or ability required
            achievement of the prior one (Krathwohl, 2002).

            (1) Knowledge
                • Deals primarily with the ability to memorize and recall specific facts

                • Example: Name common varieties of apple.

            (2) Comprehension

                • Involves the ability to interpret, and demonstrate students’ basic under-
                   standing of ideas
                • Example: Compare the identifying characteristics of a Golden Delicious
                   apple with a Granny Smith apple.
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