Domains of Learning

tartomny

Besides the four basic levels of learning,

educational psychologists have
developed several additional levels.
These classifications consider what is
to be learned. Is it knowledge only, a
change in attitude, a physical skill, or a
combination of knowledge and skill?
One of the more useful categorizations
of learning objectives includes three
domains: cognitive domain
(knowledge), affective domain
(attitudes, beliefs, and values), and
psychomotor domain (physical
skills). Each of the domains has a
hierarchy of educational objectives.
The listing of the hierarchy of
objectives is often called a taxonomy.
A taxonomy of educational objectives is
a systematic classification scheme for
sorting learning outcomes into the
three broad categories (cognitive,
affective, and psychomotor) and
ranking the desired outcomes in a
developmental hierarchy from least
complex to most complex.

http://penta2.ufrgs.br/edu/bloom/teobloom.htm

Cognative Domain
The cognitive domain, described by Dr.
Benjamin Bloom, is one of the best
known educational domains. It contains
additional levels of knowledge and
understanding and is commonly referred
to as Bloom's taxonomy of educational
objectives.
In aviation, educational objectives in the
cognitive domain refer to knowledge
which might be gained as the result of
attending a ground school, reading
about aircraft systems, listening to a
preflight briefing, reviewing
meteorological reports, or taking part in
computer-based training. The highest
educational objective level in this
domain may also be illustrated by
learning to correctly evaluate a flight
maneuver, repair an airplane engine, or
review a training syllabus for depth and
completeness of training. Cognative
Domain
The cognitive domain, described by Dr.
Benjamin Bloom, is one of the best known
educational domains. It contains additional
levels of knowledge and understanding and
is commonly referred to as Bloom's
taxonomy of educational objectives.
In aviation, educational objectives in the
cognitive domain refer to knowledge which
might be gained as the result of attending a
ground school, reading about aircraft
systems, listening to a preflight briefing,
reviewing meteorological reports, or taking
part in computer-based training. The
highest educational objective level in this
domain may also be illustrated by learning
to correctly evaluate a flight maneuver,
repair an airplane engine, or review a
training syllabus for depth and
completeness of training.

ffective Domain
The affective domain may be
the least understood, and in
many ways, the most
important of the learning
domains. A similar system
for specifying attitudinal
objectives has been
developed by D.R.
Krathwohl. Like the Bloom
taxonomy, Krathwohl's
hierarchy attempts to
arrange these objectives in
an order of difficulty.
Since the affective domain is
concerned with a student's
attitudes, personal beliefs,
and values, measuring
educational objectives in this
domain is not easy. For
example, how is a positive
attitude toward safety
evaluated? Observable
safety-related behavior
indicates a positive attitude,
but this is not like a simple
pass/fail test that can be
used to evaluate cognitive
educational objective levels.
Although a number of
techniques are available for
evaluation of achievement in
the affective domain, most
rely on indirect inferences.

Psychomotor Domain
There are several
taxonomies which deal
with the psychomotor
domain (physical skills),
but none are as
popularly recognized as
the Bloom and
Krathwohl taxonomies.
However, the taxonomy
developed by E.J.
Simpson also is
generally acceptable.
Psychomotor or
physical skills always
have been important in
aviation. Typical
activities involving these
skills include learning to
fly a precision
instrument approach
procedure,
programming a GPS
receiver, or using
sophisticated
maintenance
equipment. As physical
tasks and equipment
become more complex,
the requirement for

Practical
Applic
ation
of
Learni
ng
Objecti
ves

*Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives:

The classification of educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green

Evaluation
compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Cues: assess, decide, rank, grade, test,
measure, recommend, convince, select,
judge, explain, discriminate, support,
conclude, compare, summarize

Note: IPSI uses Bloom's work as modified by Simpson and

Kratwold to create three domains:
cognitive,
psychomotor,
and afective.
The first, second and fourth levels of Bloom form the
cognitive domeain. The third level of Bloom forms the
psychomotor domain and the fifth and sixth levels of
Bloom form the affective domain. Accordingly, content
will be parsed into one of nine categories --- three levels
of cognitive, three of psychomotor and three of affective.
These nine categories are sufficiently precise so that
prescriptions regarding instruction and testing can be
aligned with the intent expressed in content goals.
Retrieved from
"http://en.wikibooks.org/wiki/Bloom%27s_Taxonomy"

Benjamin Bloom
created this taxonomy for categorizing levels of
abstraction - thus providing a useful structure in
which to describe Lesson Plan Components:
Interest Approach, Discussion, Presentation,
Demonstration, and Test Items. Content Goals
start with an active verb. Note the 'Cues' below,
which suggest active verbs that may be used
when creating Lesson Plan Components.
See the Example Lesson Plan.

Knowledge
observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Cues: list, define, tell, describe, identify, show,
label, collect, examine, tabulate, quote, name,
who, when, where, etc.

Comprehension
understanding information
grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
Question Cues: summarize, describe,
interpret, contrast, predict, associate,
distinguish, estimate, differentiate, discuss,
extend

Application
use information
use methods, concepts, theories in new
situations
solve problems using required skills or
knowledge
Cues: apply, demonstrate, calculate,
complete, illustrate, show, solve, examine,
modify, relate, change, classify, experiment,
discover

Analysis
seeing patterns
organization of parts
recognition of hidden meanings
identification of components
Cues: analyze, separate, order, explain,
connect, classify, arrange, divide, compare,
select, explain, infer

Synthesis
use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Cues: combine, integrate, modify, rearrange,
substitute, plan, create, design, invent, what
if?, compose, formulate, prepare, generalize,
rewrite