Cognitive Demands of the Reformed Queensland Physics, Chemistry and Biology Syllabus: An Analysis Framed by the New Taxonomy of Educational Objectives

Johnson, Claudia; Boon, Helen; Thompson, Maree Dinan

doi:10.1007/s11165-021-09988-4

Cited by 6 publications

(5 citation statements)

References 39 publications

(30 reference statements)

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“…Therefore, the investigators have re-subdivided the categories of cognitive learning by Bloom into three: lower, mid, and upper (as against two: lower and upper), and find out that the WASSCE as found in the English questions of 2020 do not cover the Senior Secondary Schools, but, the Primary and the Junior Secondary Schools (upper primary school)-a contradiction to both the Piaget theory of Cognitive Development and to the Bloom taxonomy of cognitive learning. This finding is in line with the work of Claudia et al who find out that the cognitive levels of learning objectives are tilted to the lower order rational skills recovery and understanding in syllabi of the three major science subjects: biology, chemistry, and physics (Claudia, Helen, & Maree, 2021). This type of situation where both the syllabi and the test questions are in the lower domain reduces the quality of teaching and learning with a resultant effect of quality of education output.…”

Section: Discussion On Findingssupporting

confidence: 88%

Learning Domain Covered by the West African Senior School Certificate Examination Questions: Implication for Teaching-Learning Process

2021

JEP

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The study investigated the learning domain covered by the West African Senior School Certificate Examinations (WASSCE) in English, June 2020; the aim was to find out the extent of each category of the cognitive (lower, mid, and upper) domain covered by the test, a case study research design was adopted in data collection, data analysis was done using percentage frequency of each category and chi-square test, the findings showed that the percentage frequency of cognitive domain tested was not in consonance with the expected, the study recommended among others the coverage of the three categories of the cognitive domain to maintain the expected standard of Senior School Certificate holders in West Africa and globally.

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Section: Discussion On Findingssupporting

confidence: 88%

Learning Domain Covered by the West African Senior School Certificate Examination Questions: Implication for Teaching-Learning Process

2021

JEP

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“…Cognitive skills are precisely those skills that help construct knowledge, make assumptions, develop competence and the ability to solve problems and formulate results (Hasanah & Shimizu, 2020). In fact, STEM curricula define the knowledge and skills to be acquired in a subject, indicating what is worth learning and what kind of thinking is valued (Johnson et al, 2022). In essence, STEM curricula should focus on (a) STEM-specific knowledge and skills, fostering the development of higher-level thinking; (b) competencies specifically, but not exclusively, related to STEM (e.g., critical and creative thinking); and (c) generic competences (e.g., collaborative or communicative skills) that can be productively developed in a STEM context (Siekmann & Korbel, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…In science education, it is important to be able to use epistemological knowledge, procedural knowledge, and technical knowledge. This means knowing science content, integrating it into other subjects, interpreting information, engaging in research, reasoning logically and using real-life examples to solve problems (Johnson et al, 2022;Ng, 2019).…”

Section: Introductionmentioning

confidence: 99%

Learning Skills Acquired at School for Stem Studies at the University

Birzina,

Cedere,

Kalnina

2023

PEC

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In order to acquire science, it is necessary to perform hands-on activities, make experiments and scientific inquiry with the obtained data, to be able to evaluate critically and understand the scientific concepts, as well as to collaborate and communicate. STEM learning promotes inquiring minds, logical reasoning, and communication and collaboration skills. Studying science at the university, students need both hard – cognitive and subject specific skills and soft – interpersonal and intrapersonal skills. The aim of the study was to clarify the appropriateness/usefulness of the learning skills acquired at school for STEM studies at the university. The study consisted of two parts: a systematic review of Web of Science and SCOPUS databases and surveys of 242 first-year science students of the University of Latvia about the learning skills acquired at school performed in 2018–2020. The qualitative data processing program AQUAD was used for processing data obtained from students’ survey. Data coding was performed according to the code system developed specifically for this purpose. The qualitative data was transferred into a quantitative format, based on relations between students’ statements, and linkages among codes were created. The study allowed concluding that cognitive, interpersonal and intrapersonal skills acquired at school are intrinsic learning skills during the first study year in higher education. There are no principal differences in the evaluation of hard and soft skills in the systematic review and students’ responses that proves the appropriateness/usefulness of the 21st-century learning skills acquired at school for science studies at the university. Keywords: learning skills, STEM education, first-year university students

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“…The impact of contextbased chemistry learning can be presented in Table 1 below. Cognitive aspects are aspects related to reasoning or thinking processes to be able to solve a particular problem (Johnson et al, 2021). Some of the cognitive aspects investigated include learning achievement, conceptual understanding, metacognitive abilities, chemical literacy, critical thinking skills, argumentative skills, scientific thinking habits, creative thinking skills, memory skills, and understanding of scientific texts.…”

Section: Authormentioning

confidence: 99%

Context-Based Chemistry Learning: A Systematic Literature Review

Minata

Rahayu²,

Dasna³

2022

JPMIPA

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This study aimed to examine the impact of context-based chemistry learning on cognitive, affective, psychomotor, and social aspects of students, integration of context-based learning with chemistry learning models or strategies, and implementation of effective contextbased chemistry learning. A total of 34 articles for further analysis were obtained from SCOPUS, ERIC, and Google Scholar database through systematic literature (SLR) method. The result of analysis showed that (1) context-based chemistry learning has a positive effect improving student's cognitive, affective, psychomotor, and social aspects, (2) context-based chemistry learning can be integrated with certain learning models or strategies and presentation of learning context carried out at the beginning of learning, (3) the implementation of effective context-based chemistry learning can be done by considering several aspects including the selection of appropriate and applicable learning contexts, teacher master the concepts of learning materials and students actively participated in each learning syntax that is applied.

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Cognitive Demands of the Reformed Queensland Physics, Chemistry and Biology Syllabus: An Analysis Framed by the New Taxonomy of Educational Objectives

Abstract: demands of the reformed Queensland physics, chemistry and biology syllabus: an analysis framed by the New Taxonomy of Educational Objectives. Research in Science Education, .

Cited by 6 publications

References 39 publications

Learning Domain Covered by the West African Senior School Certificate Examination Questions: Implication for Teaching-Learning Process

Learning Domain Covered by the West African Senior School Certificate Examination Questions: Implication for Teaching-Learning Process

Learning Skills Acquired at School for Stem Studies at the University

Context-Based Chemistry Learning: A Systematic Literature Review

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