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Knowledge Application 191

Birds

build their nests in fly using their
eat

Trees Worms Wings

made of

Feathers

Figure 6.5
Example of a semantic network (continued)

Bloom ’ s Taxonomy of Learning Objectives
Bloom, Mesia, and Krathwohl (1964) divided knowledge into a hierarchical scheme
that distinguishes between psychomotor skills, the affective domain (e.g., attitudes),
and the cognitive domain (e.g., knowledge). The latter is the one that is more com-
monly used although attitudinal changes are often required in KM as well. Bloom
emphasizes that learning is hierarchical with learning (objectives) at the highest level
as dependent on the achievement of lower level knowledge and skills fi rst.
The cognitive domain taxonomy is shown in table 6.1 . The levels shown are from
low (1, knowledge) to high (6, evaluation). The affective domain includes the manner
in which we deal with things emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes. The fi ve major categories of affective domain
are listed in table 6.2 .
The psychomotor domain includes physical movement, coordination, and use of
the motor skill areas. Development of these skills requires practice and is measured in
terms of speed, precision, distance, procedures, or techniques in execution. The seven
major categories listed in table 6.3 .
These taxonomic categories can be used “ inside out ” to help understand what
users are trying to do. The level of internalization can be identifi ed for effective