Gender Stereotypes when Applying Bloom’s Taxonomy by Preservice Teacher's

Abstract

The aim of this research was to examine the gender stereotypes between preservice teachers (33 preservice teachers;4 male, 29 female) by applying Bloom’s Taxonomy in their educational course, “ Measurement & Evaluation.” Each student was assigned to formulate behavioral goals, according to Blooms six classification levels, and by the end of the course. The research questions for the study were: Do the verbs (actions) and nouns of Bloom’s Taxonomy which were written by preservice teachers connotative any gender stereotypes? Were there differences between females and males in their use of gender stereotypes? Were there differences between preservice teachers according to their academic field (13 applied biology, 13 applied mathematics, 6 applied physics, and 1applied chemistry) toward gender stereotypes? The analysis of the data showed that preservice teachers had gender stereotypes (more than 70% of them are masculine verbs and nouns) in writing verbs (actions), and nouns, during they are designing Bloom’s Taxonomy. Moreover, there are no are significant differences between females and males in their tendency toward apply gender stereotypes due to males, and their academic field. In light of these findings and results, the scholar powerfully endorses that the course needs to be used to develop a gender balance, and eliminate gender stereotypes.