Bloom’s taxonomy, Krathwohl (2002) stated that higher cognitive processes, such as evaluating and creating, are often considered the more important and long-lasting fruits of education. Cannon and Feinstein (2005) furthered this idea as they divided
Joshua K. Craver and Kimberly A. Williams
Marvin P. Pritts and Travis Park
facts and definitions, and understanding principles are the bottom two levels of Bloom’s taxonomy ( Bloom et al., 1956 ), yet are fundamental for communicating concepts within the discipline. Table 2. Proposed learning outcomes for a four
Garry V. McDonald and Wayne A. Mackay
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programmatic revenue and grants. Literature cited Anderson, L.W. Krathwohl, D.R. Airasian, P.W. Cruikshank, K.A. Mayer, R.E. Pintrich, P.R. Raths, J. Wittrock, M.C. 2001 A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of
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potted plant production specialists HortTechnology 11 477 481 Athanassiou, N. McNett, J.M. Harvey, C. 2016 Critical thinking in the management classroom: Bloom’s taxonomy as a learning tool J. Mgt. Educ. 27 533 555 Boodley, J.W. 1996 The commercial