the taxonomy table
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The document outlines various dimensions of knowledge and cognitive processes, categorizing them into six levels: remember, understand, apply, analyze, evaluate, and create. It distinguishes between four types of knowledge: factual, conceptual, procedural, and metacognitive, each with subcategories and examples. The information highlights how these cognitive processes and knowledge types interact to facilitate learning and comprehension.
the taxonomy table
- 1. The Knowledge Dimension The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual Knowledge B. Conceptual Knowledge C. Procedural Knowledge D. Metacognitive Knowledge
- 2. Process Categories Cognitive Process And Examples 1. Remember : Retrieve relevant knowledge from long term memory 11. Recognizing 12. Recalling 2. Understand : Construct meaning from instructional messages, including oral, written and graphic communication 21. Interpreting 22. Exemplifying 23. Classifying 24. Summarizing 25. Inferring 26. Comparing 27. Explaining
- 3. Process Categories Cognitive Process And Examples 3. Apply : Carry out or use a procedure in a given situation 31. Executing 32. Implementing 4. Analyze: Break material into constituent part and determine how part relate to one another and to an overall structure or purpose 41. Differentiating 42. Organizing 43. Attributing 5. Evaluate: Make judgments based on the criteria and standards 51. Checking 52. Critiquing 53. Attributing
- 4. Process Categories Cognitive Process And Examples 6. Create: Put elements together to form a coherent or functional whole; reorgaze elements into a new pattern or stucture 61. Generating 62. Planning 63. Producing
- 5. Major Types And Subtypes Examples A. Factual Knwoledge : The basic elements students must know to be acquainted with a discipline or solve problems in it. AA. Knowledge of Termimology AB. Knowledge of specific details and elements B. Conceptual Knwoledge : The interrelationships among the basic elements within a larger structure the enable them to function together. BA. Knowledge of Classifications and categories BB. Knowledge of principles and generaralizations BC. Knowledge of theories, models and structures
- 6. Major Types And Subtypes Examples C. Procedural Knwoledge : How to do something, methods of inquiry, and criteria for using skills, algorithms,techniques, and methods. CA. Knowledge of subject-specific skills and logarithms CB. Knowledge of subject-specific techniques and methods CC. Knowledge of criteria for determining when to use appropriate procedures D. Metacognitve Knwoledge : Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition. DA. Strategic knowledge DB. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge DC. Self knowledge
- 7. Factual Knowledge & Conceptual Knowledge AA Technical Vocabulary, musical symbols AB Major natural resources, reliable sources of information BA Periods of geological time, forms of business ownership BB Pythagorean theorem, law of supply and demand BC Thery of evolution, structure of Congres
- 8. Procedural Knowledge CA Skill used in painting with water colors, whole-number division algorithm CB Interviewing techniques, scientific method CC Criteria used to determine when to apply a procedureinvolving Newton’s second law, criteria used to judge the feasibility of using a particular method to estimate business costs
- 9. Metacognitive Knowledge DA Knowledge of outlining as a means of capturing the structure of a unit of subject matter in a text book, knowledge of the use of heuristics DB Knowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasks DC Knowledge that critiquing essays is a personal strength, whereas writing essays in a personal weakness; awareness of one’s own knowledge level
- 10. Metacognitive Knowledge DA Knowledge of outlining as a means of capturing the structure of a unit of subject matter in a text book, knowledge of the use of heuristics DB Knowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasks DC Knowledge that critiquing essays is a personal strength, whereas writing essays in a personal weakness; awareness of one’s own knowledge level