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Joshua K. Craver and Kimberly A. Williams

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

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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

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Garry V. McDonald and Wayne A. Mackay

.R. Merritt, R.H. 1987 Horticulture curricula can benefit from national initiatives HortScience 22 351 352 Krathwohl, D.R. 2002 A revision of Bloom’s taxonomy: An overview Theory Pract. 41 212 218 Pritts, M.P. Park, T. 2013 Proposed learning outcomes for four

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Mary Rogers, Illana Livstrom, Brandon Roiger and Amy Smith

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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Christopher J. Currey and Roberto G. Lopez

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