KMID : 1059520100540030329
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Journal of the Korean Chemical Society 2010 Volume.54 No. 3 p.329 ~ p.337
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Analysis of the End-of-Chapter Questions in Chemistry II according to Revised Bloom¡¯s Taxonomy of Educational Objectives
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Seo Young-Jin
Kim Hyung-Soo Chae Hee-Kwon
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Abstract
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In this study, we analyzed the end-of-chapter questions in 8 types of chemistry II textbooks for science teachers according to revised Bloom¡¯s taxonomy of educational objectives not only to raise interests of questions in textbooks but also acquire a basic material for using questions in textbooks effectively. The results of classification following Bloom¡¯s cognitive category showed that ¡¯Understanding(44.7%)¡¯ level was the most, then ¡¯Application(29.9%)¡¯, Knowledge(15.6%) and ¡¯Analysis (9.5%)¡¯ in order, which is distinct difference from the result of classification of the end-of-chapter questions in college general chemistry books which was ¡¯Application¡¯, ¡¯Analysis¡¯ and ¡¯Understanding¡¯ in order. Especially, questions of ¡¯Evaluation¡¯ level were not found at all in any textbook investigated and ¡®Synthesis(0.3%)¡¯ level was very few. On the other hand, the percentage of questions in ¡¯Understanding¡¯ and ¡¯Executing Quantitative¡¯ which required specific algorithms was 70% of total with most of the questions in ¡¯Application¡¯ were ¡¯Executing Quantitative¡¯.
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KEYWORD
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Bloom, Taxonomy of educational objects, Cognitive category, Chemistry II textbook
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