BLOOM'S TAXONOMY

The divisions are: (1) knowledge; (2) comprehension; (3) application; (4) analysis; (5) synthesis; and (6) evaluation.

According to Ornstein and Hunkins (1993), a learn assumption of this taxonomy is that effective acquire should proceed from the lower to the higher(prenominal) levels. In other words in any given groomingal course of instruction, the basic thrust should be a salutary grounding in the transmission of basic knowledge. From this, comprehension provide be built and this will serve as can for the kinds of training associated with application, analysis, synthesis and evaluation.

It can be seen from examination of the components and elements of the designed program that they are in accord with the lowest systematic level of knowledge dissemination. Regarding this level of Bloom's Taxonomy--the knowledge level--Klausmeier (994) reports that it relates to ad hoc facts and terminology. some other way of saying this is that students are provided with concrete bits of culture more or less the subject area. This is done in the developed program. For example, the terms human immunodeficiency virus and AIDS are comprehensively yet concretely delimit for students.

The knowledge level of Bloom's Taxonomy also includes the means of dealing with the specific pieces of information given to students. The designed HIV/AIDS education program includes delineations of specific actions and activities that students can use to deal with the

For example, students will be given information about high- guess groups (e.g., gays, IV drug users, etc.). However, they will be expected to thoroughly understand and offer an interpretation of how these groups hand over come to be labelled "high run a risk." Further, they will be expected to examine unsafe or high risk behaviors and extrapolate from them a given individual's general degree of risk for HIV/AIDS contraction.

Analyses conducted on Health Works program data collected from 3,829 New York City students was utter to level that video games can take students beyond cognitive learning to experiential involvement in the subject matter, enhancing the learning bed and encouraging adoption of recommended health behaviors.

Teague, J.E. (1994). The dealingship of cognitive learning styles of sectarian high school science teachers to their preferences for multiple-choice operation items at different cognitive levels. (Doctoral Dissertation, University of Southern California) Dissertation Abstracts International, 55(12-A), p. 3822. (Microfilm place No. AADAA-I0575718)

Ornstein and Hunkins (1993) provide definitions of both synthesis and evaluation. Synthesis is say to consist of that level of cognitive learning wherein diverse separate can be put together to form something pertly such as an innovative set of abstract relations or a new plan of operation.

Evaluation is said to be the highest level of cognitive learning. Here the student is called upon to possess judgements based on evidence (internal and/or external) and logic. An example of evaluative learning would be a student's appraisal of the logical fallacies of an argument.

Fivush, R. & Hamond, N.R. (1989). clock and again: Effects of repetition and retention interval on 2 year olds' event recall. Journal of Experimental nipper Psychology, 47(2) 259273.

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