Cognitive skills in education: typology and development

Millrood, R.; Максимова, Ю. В.

doi:10.17223/19996195/42/8

Cited by 3 publications

(4 citation statements)

References 27 publications

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“…Lower order cognitive skills are largely endorsed and reinforced in course books (Millrood & Maksimova, 2018). However, what is important is that learners should be able to deal with higher order cognitive skills in order to develop their critical skills in language learning (Wall, 2015).…”

Section: Discussionmentioning

confidence: 99%

A Critical Approach to the Inclusion of the Revised Bloom’s Taxonomy in Active Skills for Reading: Book 1

Ulum

2021

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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Bloom's Taxonomy was produced in 1956 by the educational psychologist Benjamin Bloom with the aim of fostering higher order thinking skills in education. In time, the original taxonomy was revisited by applying some changes. This up to date taxonomy mirrors a more active style of cognition and is possibly more precise. The revised one developed the practicality of the taxonomy by employing action words. There are six steps of cognitive domain in the revised version, the levels of which are conceptually different. These are remembering, understanding, applying, analyzing, evaluating, and creating in the revised version and they are beneficial in forming learning outcomes since specific verbs are particularly suitable for each level. Accordingly, this paper focuses on exploring how the revised Bloom's taxonomy is contained in the reading questions of an EFL reading course book.Therefore, two research questions were promoted to respond to the cognitive skills in the revised taxonomy. The first research question aims at evaluating the lower level while the second one hints on the higher cognition level. The analyzed EFL reading course book was inquired through descriptive content analysis method. The results of the study displayed that the assessed reading course book lacks the higher level cognitive skills underlined in the revised Bloom's taxonomy. Thus, related assumptions have been produced to suggest how the reading course books which are being produced or will be produced should refer to the revised Bloom's taxonomy while assessing reading comprehension.

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Section: Discussionmentioning

confidence: 99%

A Critical Approach to the Inclusion of the Revised Bloom’s Taxonomy in Active Skills for Reading: Book 1

Ulum

2021

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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“…LA provides extensive learning settings, tools, and area of application, and techniques, both human and social factors. If EDM focuses on automation, LA is more holistic, and centered on people (Irfan & Gudivada, 2016) [50]. Development of cognitive abilities is possible through individual characteristics, past and current college experience.…”

Section: Srinivas Publicationmentioning

confidence: 99%

“…These cognitive skills develop four types of knowledge: factual (facts and events), conceptual (theories and models), procedural (technology of activity) and metacognitive (awareness of critical thinking procedures). These higher order thinking, experience, and knowledge help students to solve problems by taking independent decisions and improve cognitive potential (Millrood & Maksimova, 2018) [53]. The report outlines the impact of the dynamic practice of Piaget through the cognitive level of the discourse of teachers, topics objectives, teacher issues and courses on the engagement of learners and encourages students to raise doubts (Ewing et al, 2011) [54].…”

Section: Srinivas Publicationmentioning

confidence: 99%

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Application of IoT in Analyzing Cognitive Skills of Students-A Systematic Literature Review

Rajeshwari

2020

IJMTS

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The Internet of Things is an interrelated system of computer equipment, digital and mechanical machinery with unique identifiers, capable of transferring and relocating data over the Internet in the absence of human-to-computer involvement or without human-to-human interactions. The entire future of the global technology will swing around the Internet of Things, which is bound to connect a large quantity of SOs- Smart Objects, or articles or entities to transform the physical environment around us to a digital world. The application of IoT involves several domains like smart grids, smart farms, better healthcare, smart cities, smart homes, smart transportation system, smart parking and so on. The problem-solving and conceptual knowledge obtained in school is basically inert for several students. In certain situations, knowledge acquired remains surface bound features of problems, as learned from school classes and textbook presentations. The Cognitive computing process uses the available data to react to changes in order to make the right decisions based on specific learning processes from past experiences. In the case of cognitive apprenticeship process, there is a need to bring deliberately the thinking process and thoughts emerge, to produce them to be visible, whether in the case of writing, reading, or problem solving. The thoughts of the teacher must be completely visible to all the students, while the thinking of students must be clearly visible and readable to the teacher. The mental capabilities of students are developed through the cognitive skills that the students need to learn to be successful in school. To effectively understand, write, read, analyze, remember, think, and solve all the problems, the students of these cognitive skills should gather so as to function collectively and properly. If these skills become weak, the students will start to struggle, unable to face problems and solve them correctly. The new learning method makes the students observe, perform and practice the subjects from both the teachers and their peers. In view of this, this study of literature review investigates and explains the concept of IoT by conducting a systematic review and assessment of corporate and communal white papers, scholarly research articles, journals and papers, professional dialogues and discussions with researchers, academicians, scholars, educational experts along with online database available. Purpose and goal of this paper is to analytically categorize, and examine the prevailing research techniques and applications of IoT approaches on cognitive skills of students towards personalization in education. The limitation of the study is that it deals only with the subject matter's application components which leave physical components.

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Academic Writing: A Discipline or Disciplines?

Zashikhina

2021

Vysš. obraz. Ross. (Print)

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In the last five years, the discipline “Academic Writing” in one form or another has become part of the programs of many Russian universities. The goal of the discipline is the achievement of academic literacy. Within the framework of state policy in education and the need to increase publication activity, the discipline should teach students, graduate students and researchers to write a scientific article in accordance with the requirements of highly rated journals. In Russian education, the model of teaching academic writing was adopted from Western educational discourse. Since the 2010s, university teachers introduce courses, focusing on the experience of Western colleagues and sharing the results achieved. Researchers of academic writing point out a number of problems in teaching students. It is noted that students experience difficulties in mastering the competencies of the course, and teachers are not satisfied with the results. A number of articles appear in the media discourse, the authors of which express doubts about the appropriateness of practice of academic writing borrowed from the Western educational space. Indeed, in Western educational institutions, the development of academic writing skills begins at school, and then an extensive standard program is implemented at universities, covering various subject and cross-subject areas, within which the discipline is taught. In Russia, university students are confronted with a new field of knowledge and find themselves in a whirlpool of new rules, abilities, skills, competencies that they have to master in a short period of study a far as at the undergraduate level. The Western academic writing program is hardly applicable to the realities of Russian education. This article attempts to find the reason for the difficulties in teaching the discipline of academic writing to Russian students. The results of the study on three different groups of students studying the discipline of academic writing are presented. As a way out of a problem situation, the author proposes to divide the discipline into three levels, each of which covers a number of educational competencies necessary to create a specific product within the framework of the academic text genre.

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Cognitive skills in education: typology and development

Cited by 3 publications

References 27 publications

A Critical Approach to the Inclusion of the Revised Bloom’s Taxonomy in Active Skills for Reading: Book 1

A Critical Approach to the Inclusion of the Revised Bloom’s Taxonomy in Active Skills for Reading: Book 1

Application of IoT in Analyzing Cognitive Skills of Students-A Systematic Literature Review

Academic Writing: A Discipline or Disciplines?

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