Use of Bloom’s Taxonomy to Claassify Temporal Problem-solving Strategies of Two Biology Students – Michael Kerins

According to Bloom’s taxonomy, intellectual problem-solving development can be categorized as a series of cognitive abilities that start at low-level skills, like factual recollection, and build to higher level skills, like synthesizing different viewpoints and generating a new hypothesis. Educators use Bloom’s to design questions that elicit the desired level of cognitive skill. However, cognitive processes required to answer a question are often overlooked by evaluators or not expressed in the students’ written responses, thereby losing key insight into student’s thinking and learning. Utilizing video-recorded problem-solving “think aloud” protocols with two students, we describe development of a coding scheme for the use of Bloom’s taxonomy to classify temporal cognition levels and patterns during student progression through biology problems.