Unpacking the revised Bloom’s taxonomy: developing case-based learning activities

Abstract

Purpose The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom’s taxonomy on students’ incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. Design/methodology/approach In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students’ perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM. Findings Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning. Research limitations/implications The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings. Practical implications The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom’s taxonomy. Originality/value The paper offers a comprehensive perspective on incremental learning where students’ knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom’s taxonomy.

Evaluation of science and technology area first year student learning outcomes

“…The application of knowledge can improve students' higherorder thinking. Therefore, the student applied theory they learned to an unaccustomed situation with a range of planned instructions by doing so, students' higher-order thinking can be stimulated [25].…”

Comparative Analysis of the Science Teaching Curricula in Turkey

“…Thus, we believe that assessing and mapping curriculum standards by using RBT might also allow for increased cognitive complexity to improve teaching outcomes. In fact, this revision encouraged educators to focus on the taxonomy again (e.g., Amorim et al, 2014;Jideani & Jideani, 2012;Karaali, 2015;Kocakaya & Kotluk, 2016;Nkhoma et al, 2017;Upahi & Jimoh, 2016;Van Niekerk & Von Solms, 2009). Anderson and Krathwohl (2001) mentioned two reasons for the update in the study they published: (a) the refocusing of the attention of educators and (b) a lot of changes in knowledge and thinking.…”

Analysis Based on the Three Objective Educational Domains for Final Summative Secondary Examinations of Science Subject (Chemistry, Physics, and Biology)

“…e purpose of Bloom's taxonomy is to provide a framework, or organization, for classifying classroom lesson objectives because teachers can build their lessons through Bloom's taxonomy and support teachers to help their students [18]. e examination system that has been in effect for more than a century and a half depends on measuring student performance.…”