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NATE - NBA Module 1 - Week3
NATE - NBA Module 1 - Week3
Week 3: Cognitive and Knowledge dimensions of the taxonomy, and other Learning
Domains (Key Words: Categories of Knowledge, Metacognitive Knowledge, Categories of
Engineering Knowledge, Vincenti, Affective Domain, Psychomotor Domain, and Taxonomy Table)
M1U10: Cognitive Processes - I
Recap
Understood need for a taxonomy of learning, the structure of Bloom’s Taxonomy and the
elements of Revised Bloom’s Taxonomy.
M1U10 Outcomes
Understand the cognitive processes - Remember, Understand, and Apply of Revised Bloom’s
taxonomy.
Remember
Remembering is retrieving relevant knowledge from long-term memory
The relevant knowledge may be factual, conceptual, procedural, or some combination of these
Remembering knowledge is essential for meaningful learning and problem solving
Sub-Processes:
o Recognizing
o Recalling
Action verbs: Recognize, recall, list, tell, locate, write, find, mention, state, draw, label, define,
name.
Understand: Sub-Processes
Exercise
Give two examples of activities from the courses you taught or learnt, that belong to the cognitive
levels of Remember, Understand, and Apply.
We thank you for sharing the results of the exercise at nate.iiscta@gmail.com
M1U11
Understand the cognitive processes Analyse, Evaluate and Create of Revised Bloom’s taxonomy.
M1U11 Outcomes
Understand the cognitive processes Analyse, Evaluate and Create of Revised Bloom’s Taxonomy
Analyse
Involves breaking given material into its constituent parts and determining how the parts are
related to one another and to an overall structure.
Useful to consider it as an extension of “Understand” and as a prelude to “Evaluate” / “Create”.
Sub-Processes:
Differentiating
Organizing
Attributing
Analyse: Sub-Processes
Differentiating: Distinguishing relevant parts or important parts from unimportant parts of
presented material. Different from comparing in that the larger context is used to determine
relevance or importance!
Organizing: Building systematic and coherent connections among pieces of presented
information.
Attributing: Determining a point of view, bias, values, or ntent underlying presented material.
“Analyse” in Engineering
Use of the verb ‘analyse’ in engineering is bit tricky in spite of its extensive usage.
It is not easy to design any questions in this category in limited time written examinations.
Analyse activities can be included in assignments related to case studies, projects, term papers
and field studies.
Evaluate
Make judgments based on criteria and standards.
Possible but relatively difficult to have activities that can be completed in a fixed-time session.
More common to use Assignments for “Evaluate” activities.
Possible Questions:
Check if the given requirements are consistent.
Is implementation A more efficient than implementation B in terms of .......
Create
Involves putting elements together to form a coherent or functional whole.
It includes outcomes that call for unique production as well as outcomes indicating productions
that students can and will do.
Sub-Processes:
Generating: Divergent phase; multiple representations, alternative solutions
Planning: Start of convergent phase, often implicitly carried out; devising a plan for solving the
problem
Producing: Carrying out the plan for solving the given problem; constructing
Critical thinking refers to the deep, intentional and structured thinking process that is aimed at
analysing and conceptualizing information, experiences, observation, and existing knowledge for
the purpose of developing original and creative solutions for the challenges encountered.
Critical thinking involves analysing, evaluating, and thinking with a view to improving it.
Problem Solving
Problem solving would involve several cognitive processes. We may need conceptual knowledge
to analyze the issue. Then, one can Evaluate different approaches and then finally Create a valid
solution.
The order in which specific cognitive processes and knowledge subtypes get used would depend
to a great extent on the particular type of problem being solved and/or the subject matter within
which the problem was posed.
Thus, Problem solving involves Understand, Apply, Analyse, Evaluate and Create processes.
Exercise
Give two examples of activities from the courses you taught or learnt, that belong to the cognitive
levels of analyse, evaluate and create.
Give an example of critical thinking in any of the courses you are familiar with. (maximum 500
words)
Give an example of problem solving in any of the courses you are familiar with. (maximum 500
words)
Thank you for sharing the results of the exercise at nate.iiscta@gmail.com
M1U12
Explored the nature of activities at cognitive levels including Analyse, Evaluate and Create.
The word “Analyze” is to be used as defined in Revised Bloom taxonomy.
Most of the engineering courses deal with cognitive processes Remember, Understand and Apply
in view of the nature of assessment actually in use.
M1U12 Outcomes
Understand the nature of the four general categories of knowledge including Factual, Conceptual,
Procedural and Metacognitive.
Knowledge
Categories of Knowledge
General Categories
Factual
Conceptual
Procedural
Metacognitive
Categories specific to Engineering
Fundamental Design Principles
Criteria and Specifications
Practical Constraints
Design Instrumentalities
Factual Knowledge
basic elements students must know if they are to be acquainted with the discipline or solve any
of the problems in it
exists at a relatively low level of abstraction
Subtypes of Factual Knowledge
Knowledge of terminology (e.g., words, numerals, signs, pictures)
Knowledge of specific details (including descriptive and prescriptive data) and elements
Terminology: Signal-to-noise ratio, low-pass filter, VCVS, CCCS, power factor etc.
Specific details:
Power supply frequency in India is 50 Hz
Semiconductor devices fail above 120OC
Conceptual Knowledge
A concept denotes all the entities, phenomena, and/or relations in a given category or class by
using definitions.
Concepts are abstract in that they omit the differences of the things in their extension
Concepts are also the basic elements of propositions, much the same way a word is the basic
semantic element of a sentence.
knowledge of categories and classifications, and the relationships between and among them
schemas, mental models, or implicit or explicit theories
Schemas and models, and theories represent
how a particular subject matter is organized and structured
how the different parts or bits of information are interconnected and interrelated in a more
systematic manner
how these parts function together
Force, acceleration, velocity, mass, voltage, current, temperature, entropy, stress, strain
Kirchoff’s laws
Laws of thermodynamics
Procedural Knowledge
Metacognition
Metacognition is
thinking about one’s own thinking
the ability to assess our own skills, knowledge, or learning
Summary
When learning
You are not dealing with knowledge elements belonging to only one category.
One may be dealing with
Factual knowledge elements
Factual, conceptual and metacognitive elements
Factual, conceptual, procedural and metacognitive elements
While the learner may not be directly dealing with metacognitive elements, the instructor has to
deal with metacognitive aspects in designing instruction.
Exercises
List 5 each of the following from the courses you taught or familiar with:
List 2 metacognitive issues from the courses you taught or familiar with.
We thank you for sharing the results of the exercise at nate.iiscta@gmail.com
M1U13
M1U13 Outcomes
Understand the nature of categories of engineering knowledge.
What is engineering?
There are several descriptions and definitions of engineering.
Engineering refers to the practice of organizing the design, construction and operation of any
artifice which transforms the physical world around us to meet some recognized need. (G.F.C.
Rogers 1983)
Engineering is a profession in which a knowledge of the mathematical and natural sciences
gained by study, experience, and practice is applied with judgment to develop ways to utilize,
economically, the materials and forces of nature for the benefit of mankind. (ABET)
Many more variants
If one accepts this relationship of Science and Engineering it becomes necessary to identify the
nature of knowledge of Engineering which is outside Science.
W. G. Vincenti
It is necessary to translate the qualitative goals for the device into specific, quantitative goals.
Examples
Any power converter should have efficiency above 95%.
The speed control unit for the dc motor should not create harmonic distortion on the power line
above FCC regulations.
The SMPS output should have an output regulation of 0.5%.
The speed of the dc motor should be controlled over a speed range of 1 to 300 RPM with an
accuracy of 0.05%.
Practical Constraints
An array of less sharply defined considerations derived from experience in practice, considerations
that frequently do not lend themselves to theorizing, tabulation, or programming into a computer.
Examples
The indicator lamp should be above the switch
The clearances that must be allowed between physical parts in equipment for tools and hands to
reach different parts
The design should be completed within two months
Design Instrumentalities
Procedural knowledge including the procedures, way of thinking, and judgmental skills by which it is
done.
Examples
Top-down approach to the design of a product
Phasing of development of a product
Structuring of an electronic product
Design walkthroughs.
Identify all members of the team early on and include every member in the group
communications from the outset.
Exercise
Identify at least four examples of knowledge elements from the four categories of engineering
knowledge from the engineering courses you are familiar with.
We thank you for sharing the results of the exercise at nate.iiscta@gmail.com
M1U14
M1U14 Outcomes
Understand the importance of taxonomy table in achieving alignment among outcomes,
assessment and instruction
There are six cognitive processes and four general categories of knowledge.
Courses in Sciences, Mathematics, Humanities, Social Sciences and Management in engineering
programs are concerned with only four categories of knowledge.
A table with the six rows of cognitive processes and four categories of knowledge can serve as an
excellent tool to deal with several issues of teaching and learning.
Knowledge Categories
Cognitive
Processes
Factual Conceptual Procedural Metacognitive
Remember
Understand
Apply
Analyze
Evaluate
Create
A cell of the Taxonomy Table can be numbered by its cognitive process (1 to 6) and its knowledge
category (1to 4).
The cell (4,3) represents Analyze-Procedure outcome, instructional activity and/or assessment.
As there is hierarchy among cognitive processes the cell (4,*) represents more complex (higher
level) cognitive activity than the cell (3,*), but not necessarily more difficult activity.
The cell (4,*) implies all activities in (3,*), (2,*) and (1,*) cells.
Knowledge Categories
Cognitive Design
Fundament
Processes Factua Conceptua Procedur Meta- Criteria & Practical instrumenta
al Design - lities
l l al cognitive Specifications Constraints
Principles
Remember
Understand
Apply
Analyze
Evaluate
Create
Elements of a Course
Alignment
Knowledge Categories
Cognitive Design
Processes Fundamental instrumenta-
Meta- Criteria & Practical
Factual Conceptual Procedural Design lities
cognitive Specifications Constraints
Principles
Remember
Apply
Analyze
Evaluate
Create
Knowledge Categories
Cognitive Design
Fundament
Processes Factua Conceptua Procedur Meta- Criteria & Practical instrumenta
al Design - lities
l l al cognitive Specifications Constraints
Principles
AI5, AI4
Remember
IA5
CO4,
Apply AI5, IA5
IA4
Analyze CO5
Evaluate
Create
Alignment Issues
CO4 is in Apply-Procedure Cell, Instructional Activity is also in the cell (3,3), but AI4 items are
either in the cell (3,1) or (3,2). Absence of Assessment Items in the cell (3,3) is unacceptable.
CO5 is in Analyze-Conceptual cell, but AI5 and IA5 are not in (4,2) cell at all. This is totally
unacceptable.
Course Outcome and related Instructional Activities should be in complete alignment (locatable in
the same cells)
While some (small percentage) assessment items can be in cells representing lower cognitive
levels less than that of CO, significant percentage of Assessment Items should be in the same cell
as that of CO.
Taxonomy Table
Can facilitate achieving a specified alignment among the three elements of a course and eliminate
chance occurrences.
Can help in the design of well structured Test Item Banks, and consequently validity and
M1U15
M1U15 Outcomes
Non-cognitive Factors
Researchers firmly believe that non-cognitive factors and skills are equally or even more
important than cognitive aspects in educative process and employment.
Grit, tenacity, curiosity, attitudes, self-concept, self-efficacy, anxiety coping strategies,
motivation, perseverance, confidence are among those frequently referred to as non-cognitive
factors.
Many of these factors fall into the affective domain.
Affective Domain
Affective domain
relates to
emotions
attitudes
appreciations
values such as enjoying, conserving, respecting, and supporting
Affective Behaviours
are demonstrated by
indicating attitudes of awareness, interest, attention, concern, and responsibility
ability to listen and respond in interactions with others
ability to demonstrate those attitudinal characteristics or values which are appropriate to the test
situation and the field of study
are identified by words such as
like, dislike, attitude, value, belief, feeling, interest, appreciation and characterization
It includes physical movement, coordination, and use of the motor-skill areas. (Simpson, 1972)
Development of these skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution.
The role of psychomotor activities is limited in engineering programs as offered at present.
The psychomotor activities become important and even dominant in courses in programs in
Theatre, Music, Painting, Sports, Medicine, Nursing, Dentistry, Emergency Medical Services etc.
Cognitive, affective and psychomotor activities are not independent of one another
Higher levels of affective and psychomotor activities involve more and more cognitive activities
Instruction needs to pay attention to these dependencies, especially to integrating affective
elements into cognitive activities in engineering courses.
Exercise
Give at least one example from each one of the six affective levels from the courses you are
familiar with.
Give at least one example from each one of the six psychomotor levels from the courses you are
familiar with.
We Thank you for sharing the results of the exercise at nate.iiscta@gmail.com
M1U16
Write Course Outcomes of a course in the framework provided by Revised Bloom/Revised Bloom
Vincenti taxonomy of learning.