GENERAL STRUCTURE OF THE REVISED BLOOM’S TAXONOMY: REASONS AND MODIFICATIONS

The objective of this study is to find the answers of the following questions on Bloom’s taxonomy which was revised in 2001: 1- What are the reasons for the revision of the Bloom’s taxonomy which has been used commonly since 1956? 2- What are the differences in the revised Bloom’s taxonomy? Descript...

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Autores principales:	Zeynep DEMİRTAŞ, Ömer F. TUTKUN, Serhat ARSLAN, Duygu GÜR ERDOĞAN
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	bloom taxonomy, revised bloom’s taxonomy, cognitive domain, teaching learning, curriculum Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/c7425fbd2ef0484ca57f228fdc7f18fd
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spelling	oai:doaj.org-article:c7425fbd2ef0484ca57f228fdc7f18fd2021-11-24T09:20:56ZGENERAL STRUCTURE OF THE REVISED BLOOM’S TAXONOMY: REASONS AND MODIFICATIONS2148-416310.9761/JASSS2684https://doaj.org/article/c7425fbd2ef0484ca57f228fdc7f18fd2019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=244221040_5-Do%C3%A7.%20Dr.%20%C3%96mer%20F.%20TUTKUN-Zeynep%20Demirta%C5%9F.pdf&key=27324https://doaj.org/toc/2148-4163The objective of this study is to find the answers of the following questions on Bloom’s taxonomy which was revised in 2001: 1- What are the reasons for the revision of the Bloom’s taxonomy which has been used commonly since 1956? 2- What are the differences in the revised Bloom’s taxonomy? Descriptive method was used for this study. The results obtained after the analysis of the data by searching the literature in terms of the problems of the research are as follows: 1- Modern times has required the necessity of the renewal of the taxonomy in accordance with the new understandings and knowledge within the context of learning-teaching processes to be ready for the new century. 2- Revised taxonomy has elasticated the strict hierarchical frame of the original taxonomy and has enabled the adjacency of the categories. 3- The revision in taxonomy on the terminological and structural changes has facilitated the planning process of teaching. 4- The revision of the sub categories in terms of cognitive and informational phases and an increase in their numbers has enabled the performance evaluation for evaluation process by facilitating the objective writing phase.Zeynep DEMİRTAŞÖmer F. TUTKUNSerhat ARSLANDuygu GÜR ERDOĞANFırat Universityarticlebloom taxonomy, revised bloom’s taxonomy, cognitive domain, teachinglearning, curriculumSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 8, Iss 32, Pp 57-62 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	bloom taxonomy, revised bloom’s taxonomy, cognitive domain, teaching learning, curriculum Social Sciences H Social sciences (General) H1-99
spellingShingle	bloom taxonomy, revised bloom’s taxonomy, cognitive domain, teaching learning, curriculum Social Sciences H Social sciences (General) H1-99 Zeynep DEMİRTAŞ Ömer F. TUTKUN Serhat ARSLAN Duygu GÜR ERDOĞAN GENERAL STRUCTURE OF THE REVISED BLOOM’S TAXONOMY: REASONS AND MODIFICATIONS
description	The objective of this study is to find the answers of the following questions on Bloom’s taxonomy which was revised in 2001: 1- What are the reasons for the revision of the Bloom’s taxonomy which has been used commonly since 1956? 2- What are the differences in the revised Bloom’s taxonomy? Descriptive method was used for this study. The results obtained after the analysis of the data by searching the literature in terms of the problems of the research are as follows: 1- Modern times has required the necessity of the renewal of the taxonomy in accordance with the new understandings and knowledge within the context of learning-teaching processes to be ready for the new century. 2- Revised taxonomy has elasticated the strict hierarchical frame of the original taxonomy and has enabled the adjacency of the categories. 3- The revision in taxonomy on the terminological and structural changes has facilitated the planning process of teaching. 4- The revision of the sub categories in terms of cognitive and informational phases and an increase in their numbers has enabled the performance evaluation for evaluation process by facilitating the objective writing phase.
format	article
author	Zeynep DEMİRTAŞ Ömer F. TUTKUN Serhat ARSLAN Duygu GÜR ERDOĞAN
author_facet	Zeynep DEMİRTAŞ Ömer F. TUTKUN Serhat ARSLAN Duygu GÜR ERDOĞAN
author_sort	Zeynep DEMİRTAŞ
title	GENERAL STRUCTURE OF THE REVISED BLOOM’S TAXONOMY: REASONS AND MODIFICATIONS
title_short	GENERAL STRUCTURE OF THE REVISED BLOOM’S TAXONOMY: REASONS AND MODIFICATIONS
title_full	GENERAL STRUCTURE OF THE REVISED BLOOM’S TAXONOMY: REASONS AND MODIFICATIONS
title_fullStr	GENERAL STRUCTURE OF THE REVISED BLOOM’S TAXONOMY: REASONS AND MODIFICATIONS
title_full_unstemmed	GENERAL STRUCTURE OF THE REVISED BLOOM’S TAXONOMY: REASONS AND MODIFICATIONS
title_sort	general structure of the revised bloom’s taxonomy: reasons and modifications
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/c7425fbd2ef0484ca57f228fdc7f18fd
work_keys_str_mv	AT zeynepdemirtas generalstructureoftherevisedbloomstaxonomyreasonsandmodifications AT omerftutkun generalstructureoftherevisedbloomstaxonomyreasonsandmodifications AT serhatarslan generalstructureoftherevisedbloomstaxonomyreasonsandmodifications AT duygugurerdogan generalstructureoftherevisedbloomstaxonomyreasonsandmodifications
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GENERAL STRUCTURE OF THE REVISED BLOOM’S TAXONOMY: REASONS AND MODIFICATIONS

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