Unit III-UNDERSTANDING DISCIPLINES AND SUBJECTS -
HISTORY AND NATURE OF SCHOOOL SUBJECTS - BEd notes -Part 4
Prepared by
Sabarish P
Contents
- Inquiry in different domains of knowledge -its difference
Inquiry in different domains of knowledge – its difference
Learning is a process and the continual growth and change in the brain's architecture that results from the way information is absorbed, processed and used.
The daily activities of human beings makes him/her to learn mental skills, acquire new physical skills and develop his/her attitudes.
The Three Levels of the Mind
The Taxonomy of Learning Domains was formulated by a group of researchers led by educational psychologist Benjamin Bloom in 1956.
As explained by Bloom, learning can be categorised into three domains namely cognitive (knowledge), affective (attitudes), and psychomotor (skills). Within each domain are multiple levels of learning that progress from more basic, surface-level learning to more complex, deeper-level learning.
Cognitive Domain
Cognitive Domain includes content knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts and concepts that serve developing intellectual abilities and skills. There are six sub-domains under this domain, namely:
Knowledge: the ability to recall data and/or information.
Comprehension: the ability to understand the meaning of what is known.
Application: the ability to utilise an abstraction or to use knowledge in a new situation.
Analysis: the ability to differentiate facts and opinions.
Synthesis: the ability to integrate different elements or concepts in order to form a sound pattern or structure so a new meaning can be established.
Evaluation: the ability to come up with judgments about the importance of concepts.
Affective Domain
The Affective domain involves human feelings, values, appreciation, enthusiasm, motivation and attitude. This domain is divided into five sub-domains namely:
Receiving Phenomena: the awareness of feelings and emotions as well as the ability to utilise selected attention.
Responding to Phenomena: active participation of the learner.
Valuing: the ability to see the worth of something and express it.
Organisation: ability to prioritise a value over another and create a unique value system.
Characterisation: the ability to internalise values and let them control the person`s behaviour.
Psychomotor Domain
The psychomotor domain involves physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures or techniques in execution. The seven sub-domains of this domain are:
Perception: the ability to apply sensory information to motor activity.
Set: the readiness to act.
Guided Response: the ability to imitate a displayed behavior or to utilise trial and error.
Mechanism: the ability to convert learned responses into habitual actions with proficiency and confidence.
Complex Overt Response: the ability to skillfully perform complex patterns of actions.
Adaptation: the ability to modify learned skills to meet special events.
Origination: creating new movement patterns for a specific situation.
Distinction between the three domains
The level of learning will vary across learning experiences depending on the nature of the experience, the developmental levels of the participating students, and the duration and intensity of the experience.
It is important to think about which domain(s) is/are relevant to the learning experience that the students undergo.
The domain that has the most impact on the critical thinking issue is the cognitive domain, but it is important to note that critical thinking also has consequences for both the affective and psychomotor domains.
Most of the schools examine the cognitive domain in depth because their central goal is to make students more knowledgeable and intelligent.
However, the cognitive domain should not be the dominant factor in the school curriculum. All three domains of knowledge must be considered if the common goal of maximising student potential is to be met.
Prepared by
Sabarish P
(MSc Physics, MEd, NET)Contact: pklsabarish@gmail.com
