COURSE INFORMATION - BLOOM'S TAXONOMY OF KNOWLEDGE (CRITICAL THINKING)
This information is taken from McWillan and Weyers (2011): 14: Thinking Critically. The sections on analysis, synthesis and evaluation are particularly important for writing at degree level and relate to the BA learning outcomes.
The educational psychologist Benjamin Bloom identified six steps in learning and thinking:
BLOOM'S 6 STEPS (IN ASCENDING ORDER OF DIFFICULTY)
1. KNOWLEDGE
Able to recall or recognise facts = defining, describing, identifying.
2. COMPREHENSION
Able to understand what facts mean = contrasting, discussing, interpreting.
3. APPLICATION
Able to use facts = demonstrating, calculating, illustrating.
4. ANALYSIS
Able to break down facts and to show how they relate = analysing, explaining, comparing.
5. SYNTHESIS
Able to extract relevant facts from a body of knowledge and to use them to address an issue in a new way = composing, creating, integrating.
6. EVALUATION
Able to make a judgement = recommending, supporting, drawing a conclusion.
you may recognise that your early education mainly focused on knowledge, comprehension and application, while learning at university requires more in terms of analysis, synthesis and evaluation.
Thus it is important to recognise that simple description alone is not sufficient at the higher-order level of thought required in the construction of a dissertation or project report. Thinking critically means that you need to construct an analysis of different viewpoints or approaches, for example by looking at the issue or problem from different perspectives. (McMillan and Weyers, 2013, p.144).
HOW TO THINK CRITICALLY
Try to be analytical not descriptive... Dissertations can be regarded as weak because the author has simply quoted facts or statements without explaining their importance and context... without showing their understanding of what the quote means or implies ...
Ensure that you cite evidence appropriately. This shows you have read relevant source material and helps you avoid plagiarism... Make sure that the evidence you quote contributes to the logic of your text ...
Keep an open mind. Although you may start with preconceived ideas about a topic, you should try to be receptive to the ideas of others. You may find that your initial thoughts become altered by what you are reading and discussing ...
Look beneath the surface. Decide whether sources are dealing with facts or opinions; examine any assumptions made, including your own; think about the motivation of writers. Rather than restating and describing your sources, focus on what they mean by what they write. (McMillan and Weyers, 2013, p.152).
- knowledge
- comprehension
- application
- analysis
- synthesis
- evaluation
BLOOM'S 6 STEPS (IN ASCENDING ORDER OF DIFFICULTY)
1. KNOWLEDGE
Able to recall or recognise facts = defining, describing, identifying.
2. COMPREHENSION
Able to understand what facts mean = contrasting, discussing, interpreting.
3. APPLICATION
Able to use facts = demonstrating, calculating, illustrating.
4. ANALYSIS
Able to break down facts and to show how they relate = analysing, explaining, comparing.
5. SYNTHESIS
Able to extract relevant facts from a body of knowledge and to use them to address an issue in a new way = composing, creating, integrating.
6. EVALUATION
Able to make a judgement = recommending, supporting, drawing a conclusion.
you may recognise that your early education mainly focused on knowledge, comprehension and application, while learning at university requires more in terms of analysis, synthesis and evaluation.
Thus it is important to recognise that simple description alone is not sufficient at the higher-order level of thought required in the construction of a dissertation or project report. Thinking critically means that you need to construct an analysis of different viewpoints or approaches, for example by looking at the issue or problem from different perspectives. (McMillan and Weyers, 2013, p.144).
HOW TO THINK CRITICALLY
Try to be analytical not descriptive... Dissertations can be regarded as weak because the author has simply quoted facts or statements without explaining their importance and context... without showing their understanding of what the quote means or implies ...
Ensure that you cite evidence appropriately. This shows you have read relevant source material and helps you avoid plagiarism... Make sure that the evidence you quote contributes to the logic of your text ...
Keep an open mind. Although you may start with preconceived ideas about a topic, you should try to be receptive to the ideas of others. You may find that your initial thoughts become altered by what you are reading and discussing ...
Look beneath the surface. Decide whether sources are dealing with facts or opinions; examine any assumptions made, including your own; think about the motivation of writers. Rather than restating and describing your sources, focus on what they mean by what they write. (McMillan and Weyers, 2013, p.152).
REFERENCE
McMillan, K. and Weyers, J. (2011) How to write dissertations and project reports. Harlow: Pearson.
McMillan, K. and Weyers, J. (2011) How to write dissertations and project reports. Harlow: Pearson.
