Republic of the Philippines

CAVITE STATE UNIVERSITY

Cavite City Campus

Brgy. 8, Pulo II, Dalahican, Cavite City

COGNITIVE DOMAIN

First Semester S.Y 2022-2023

Submitted By:

Joana Karyl A. Arce

Alyssa May B. Balderama

Kathlyn B. Ostria

Elijah Marie E. Saunar

Cherith May D. Tilos

Submitted To: Ms. Gelucile Bacones

OBJECTIVES:

At the end of the lesson students will be able to:

Classify learning stages from remembering facts to creating new ideas based on the acquired
knowledge.

Develop higher-order thinking in the students by starting with basic cognitive abilities.

INTRODUCTION

Learning encourages the development of new skills and aids in attitude development. The cognitive
domain aims to improve a person's cognitive abilities and knowledge acquisition. The six categories
that make up the cognitive domain are knowledge, comprehension, application, analysis, synthesis,
and evaluation.

Overview: Bloom’s taxonomy was created in 1950’s by educational psychologist BENJAMIN BLOOM.

1990’S updated by David Krathwohl and Loren Anderson a former student of Bloom.

Cognitive Domain

The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills.
This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in
the development of intellectual abilities and skills. There are six major categories, which are listed in
order below, starting from the simplest behavior to the most complex. The categories can be thought
of as degrees of difficulties. That is, the first one must be mastered before the next one can take place.

Terminology changes: The graphic is a representation of the NEW verbage associated with the long familiar Bloom's
Taxonomy. Note the change from Nouns to Verbs (e.g., Application to Applying) to describe the different levels of the
taxonomy. Note that the top two levels are essentially exchanged from the Old to the New Version (Schultz, 2005).
Evaluation moved from the top to Evaluating in the second from the top. Synthesis moved from second on top to the
top as Creating.
BLOOM’S TAXONOMY 1950’S REVISE BLOOM’S TAXONOMY ( DIGITAL 21ST CENTRURY)

1990

Knowledge: Recall data or information. Remember - Retrieving relevant knowledge from long-term

memory.
Examples: Recite a policy, Knows the safety rules.
Recognizing

Recalling

Comprehension: Understand - Determining the meaning of instructional

messages, including oral, written, and graphic
 Understand the meaning, translation, and interpretation of
communication.
instructions and problems.
Interpreting, Exemplifying, Classifying, Summarizing,
Examples: Rewrites the principles of test writing
Comparing, Explaining

Application: Apply - Carrying out or using a procedure in a given

situation.
Applies what was learned in the classroom into novel situations in
the workplace.

Examples:  Apply laws of statistics to evaluate the reliability of a Executing, Implementing

written test.

Analysis: Analyze - Breaking material into its constituent parts and

detecting how the parts relate to one another and to an
 Separates material or concepts into component parts so that its
overall structure or purpose.
organizational structure may be understood.

Examples: Troubleshoot a piece of equipment by using logical

deduction. Differentiating, Organizing ,Attributing

Synthesis: Builds a structure or pattern from diverse elements. Put Evaluate - Making judgments based on criteria and
parts together to form a whole, with emphasis on creating a new standards.
meaning or structure.
Checking, Critiquing
Examples: Write a company operations or process manual. Design a
machine to perform a specific task.
Evaluation: Make judgments about the value of ideas or materials. Create - Putting elements together to form a novel, coherent
whole or make an original product.
Examples: Select the most effective solution. Hire the most qualified
candidate. Explain and justify a new budget. Generating, Planning, Producing

CONCLUSION:

Every person's life revolves around learning. Since it is crucial to growth and development, it
necessitates the involvement of both students and teachers. Additionally, it is crucial to make sure
that the manner in which learning is delivered generally combines the various elements that have
been designated as learning domains.

For teaching and learning to be considered effective, teachers must adopt a teaching strategy that
integrates a variety of learning domains, given the constantly growing need to ensure that students
are taught using a variety of strategies and techniques.

REFERENCES:

https://vikaspedia.in/education/teachers-corner/bloom-s-taxonomy-of-learning-domains

https://lsme.ac.uk/blogs/the-three-3-domains-of-learning-cognitive-affective-and-psychomotor-caps-
its-application-in-teaching-and-learning/#:~:text=The%20cognitive%20domain%20encompasses
%20of,to%20recall%20data%20or%20information.

https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl%20-%20A%20taxonomy%20for
%20learning%20teaching%20and%20assessing.pdf

https://youtu.be/fqgTBwElPzU