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Bloom’s Taxonomy was created by Benjamin Bloom in 1956, published as a kind of classification of learning outcomes and objectives that have, in the more than half-century since, been used for everything from framingdigital tasksand evaluating apps to writing questions and assessments. The origina...
Bloom's Taxonomy: What's Old Is New Again 来自 mendeley.com 喜欢 0 阅读量: 83 作者:C Munzenmaier,N Rubin 摘要: The eLearning Guild (the "Guild") provides charts, graphs, studies, reports, and other research materialsin the field of eLearning on its website and in printed form (the...
Munzenmaier, Cecelia and Rubin, Nancy (2013): "Bloom's Taxonomy: What's Old is New Again". Perspectives. California: The eLearning Guild.MUNZENMAIER, C. & RUBIN, N. 2013. Bloom's taxonomy: What's old is new again. Perspectives [Online]. Available: http://educationalelearningresources....
百度试题 题目4. Bloom' s taxonomy classifies the question types into six. What are the six question types? What is the significance if each of them is used in a language相关知识点: 试题来源: 解析反馈 收藏
What is an affective domain in Bloom's taxonomy? What does Bloom's taxonomy do in education? What are the three domains in Bloom's taxonomy? What level of Bloom's taxonomy is develop a part of? What level of Bloom's taxonomy relates to grammar?
由于该元素并非自然存在于地球上，只能通过专门的核反应堆微量生产，后来科学家们在用中子和质子轰击目标元素锔以制造更重元素锎时，产生了副产品锿。由于两种元素很相似，要从锎中提取纯锿样品极具挑战性，最终仅得到微量的锿-254样品，这是其较稳定的同位素之一，因其半衰期约为276天，锿—254会衰变为锫—...
Bloom's Taxonomy: The Sequel (What the Revised Version Means for You!): Bloom's Taxonomy: The Sequel (What the Revised Version Means for You!) Dr. David P. Byers © 2005 2 The Revised Taxonomy In
The first level of learning utilized in instruction, according to Bloom’s taxonomy, is remembering. At this level the learner is expected to recall facts and repeat information. This is a level of rote learning in which the learner answers basic who, what, when and where questions. ...
Use verbs from different levels of Bloom’s taxonomy to design questions that target different cognitive skills, such as remembering, understanding, applying, analyzing, evaluating, and creating. Provide feedback to your students after each question, explaining why their answers are correct or incorrect...