Scribd
Upload
125 views2 pages

Sample Research Objectives

The research questions aimed to determine (1) what unintended learning students had about the digestive system, (2) what type of unintended learning occurred, and (3) what category of reasoning was used in the unintended learning. The theoretical lens draws from Bloom's taxonomy and identifies factual, procedural, and conceptual knowledge, which were used to analyze the study and define the different kinds of knowledge students could exhibit.

Uploaded by

Shiellavie Sebio Dela Cerna
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
125 views2 pages

Sample Research Objectives

The research questions aimed to determine (1) what unintended learning students had about the digestive system, (2) what type of unintended learning occurred, and (3) what category of reasoning was used in the unintended learning. The theoretical lens draws from Bloom's taxonomy and identifies factual, procedural, and conceptual knowledge, which were used to analyze the study and define the different kinds of knowledge students could exhibit.

Uploaded by

Shiellavie Sebio Dela Cerna
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Research Questions

The succeeding research questions were used to guide the data analyses and discussion:

(1) What were the unintended learning (UL) of students about the Digestive System?

(2) What kind of unintended learning (UL) did the students have about the Digestive System?

(3) What category of reasoning was used in the students’ unintended learning (UL)?

Theoretical Lens
Ryle (1949) assigned knowledge according to types as propositional and procedural knowledge. At
school, Bloom’s taxonomy of knowledge was used by many for attaining learning objectives. According
to Krathwohl (2002), the kinds of knowledge are factual, procedural, conceptual and metacognitive
knowledge from revised Bloom’s taxonomy of knowledge. These overlaying categories of knowledge
were used as guide to analyze this study and these kinds of knowledge are defined as follows:

1. Factual Knowledge: It is the reality or fact that the student had seen, or it is the very basic of
everything.

2. Conceptual Knowledge: It involves associations between the reality that the student observed
and his prior knowledge that he uses to relate them with each other. It includes understanding
of concept principles, theories, classification and function.

3. Procedural knowledge: It is the experience of the student on how to do things.

You might also like