Describe in detail three domains of educational objectives.
Three Domains of Learning – Cognitive, Affective, Psychomotor
The Original Cognitive or Thinking Domain –
Based on the 1956 work, The Handbook I-Cognitive Domain, behavioral objectives that dealt with cognition could be divided into subsets. These subsets were arranged into a taxonomy and listed according to the cognitive difficulty — simpler to more complex forms. In 2000-01 revisions to the cognitive taxonomy were spearheaded by one of Bloom’s former students, Loran Anderson, and Bloom’s original partner in defining and publishing the cognitive domain, David Krathwohl. Please see my page entitled Anderson and Krathwohl – Bloom’s Taxonomy Revised for further details.
Remember while it is good to understand the history of the older version of this domain, the newer version has a number of strong advantages that make it a better choice for planning instruction today. One of the major changes that occurred between the old and the newer updated version is that the two highest forms of cognition have been reversed. In the older version the listing from simple to most complex functions was ordered as knowledge, comprehension, application, analysis, synthesis, and evaluation. In the newer version the steps change to verbs and are arranged as knowing, understanding, applying, analyzing, evaluating, and the last and highest function, creating.
Taxonomies of the Cognitive Domain
Bloom’s Taxonomy 1956
1. Knowledge: Remembering or retrieving previously learned material. Examples of verbs that relate to this function are:
- know identify relate list
- define recall memorize repeat
- record name recognize acquire
2. Comprehension: The ability to grasp or construct meaning from material. Examples of verbs that relate to this function are:
restate locate report recognize explain express
identify discuss describe discuss review infer
illustrate interpret draw represent differentiate conclude
3. Application: The ability to use learned material, or to implement material in new and concrete situations. Examples of verbs that relate to this function are:
- apply relate develop translate use operate
- organize employ restructure interpret demonstrate illustrate
- practice calculate show exhibit dramatize
- analyze compare probe inquire examine contrast categorize
- differentiate contrast investigate detect survey classify deduce
- experiment scrutinize discover inspect dissect discriminate separate
5. Synthesis: The ability to put parts together to form a coherent or unique new whole. In the revised version of Bloom’s synthesis becomes creating and becomes the last and most complex cognitive function. Examples of verbs that relate to the synthesis function are:
- compose produce design assemble create prepare predict modify tell
- plan invent formulate collect set up generalize document combine relate
- propose develop arrange construct organize originate derive write propose
Anderson and Krathwohl’s Taxonomy 2001
1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learned information.
2. Understanding: Constructing meaning from different types of functions be they written or graphic messages, or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining.
3. Applying: Carrying out or using a procedure through executing, or implementing. Applying relates to or refers to situations where learned material is used through products like models, presentations, interviews or simulations.
4. Analyzing: Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing, he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations.
5. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy, evaluating comes before creating as it is often a necessary part of the precursory behavior before one creates something.
The Affective or Feeling Domain:
Like cognitive objectives, affective objectives can also be divided into a hierarchy (according to Krathwohl). This area is concerned with feelings or emotions. Again, the taxonomy is arranged from simpler feelings to those that are more complex. This domain was first described in 1964 and as noted before is attributed to David Krathwohl as the primary author.
1. Receiving: This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention.
- feel sense capture experience
- pursue attend perceive
2. Responding: This refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction.
- conform allow cooperate
- \contribute enjoy satisfy
3. Valuing: This refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or commitment. An acceptance, preference, or commitment to a value.
- believe seek justify
- respect search persuade
4. Organization: This refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system. As values or beliefs become internalized, the leaner organizes them according to priority.
- examine clarify systematize
- create integrate
5. Characterization – the Internalization of values:
This refers to the learner’s highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs.
he Psychomotor or Kinesthetic Domain:
Psychomotor objectives are those specific to discreet physical functions, reflex actions and interpretive movements. Traditionally, these types of objectives are concerned with the physically encoding of information, with movement and/or with activities where the gross and fine muscles are used for expressing or interpreting information or concepts. This area also refers to natural, autonomic responses or reflexes.
It is interesting to note that while the cognitive taxonomy was described in 1956, and the affective in 1964, the psychomotor domain were not fully described until the 1970s. And while I have chosen to use the work of Anita Harrow here, there are actually two other psychomotor taxonomies to choose from — one from E. J. Simpson (1972) and the other from R.H. Dave (1970).
Reflex movements:
Objectives at this level include reflexes that involve one segmental or reflexes of the spine and movements that may involve more than one segmented portion of the spine as intersegment reflexes (e.g., involuntary muscle contraction). These movements are involuntary being either present at birth or emerging through maturation.
Fundamental movements:
Objectives in this area refer to skills or movements or behaviors related to walking, running, jumping, pushing, pulling and manipulating. They are often components for more complex actions.
Perceptual abilities:
Objectives in this area should address skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as they are related to the ability to take in information from the environment and react.
Physical abilities:
Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-response time or dexterity.
Skilled movements:
Objectives in this area refer to skills and movements that must be learned for games, sports, dances, performances, or for the arts.
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