The use of Bloom´s taxonomy in teaching technical subjects at university

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989100%3A27200%2F17%3A10236095" target="_blank" >RIV/61989100:27200/17:10236095 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/61989100:27510/17:10236095 RIV/61989100:27620/17:10236095

Výsledek na webu

<a href="http://dx.doi.org/10.5593/sgem2017/54/S22.029" target="_blank" >http://dx.doi.org/10.5593/sgem2017/54/S22.029</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5593/sgem2017/54/S22.029" target="_blank" >10.5593/sgem2017/54/S22.029</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The use of Bloom´s taxonomy in teaching technical subjects at university

Popis výsledku v původním jazyce

At present, education is regarded as an autonomous and intercultural educational process, during which students’ individual and social qualities should be developed. The emphasis is placed on the selection of teaching strategies, especially those which lead to active learning. Nevertheless, education based on the frontal instruction, teacher’s monologue and zero students’ activity is carried out at many universities. Naturally, there are many reasons and to pinpoint one of them as the primary cause is difficult. The fact remains that many full-time students lack interest in studies and some university teachers do not have knowledge of pedagogical and psychological disciplines. Students study out of obligation and teachers find that leading an effective educational process is more complicated than they originally imagined. Students claim that lessons are boring and teachers (especially newly qualified teachers) do not often even determine objectives which they want to achieve through teaching. One of the possibilities how to deal with the situation is to apply Bloom’s taxonomy of cognitive objectives in university teaching.

Název v anglickém jazyce

The use of Bloom´s taxonomy in teaching technical subjects at university

Popis výsledku anglicky

At present, education is regarded as an autonomous and intercultural educational process, during which students’ individual and social qualities should be developed. The emphasis is placed on the selection of teaching strategies, especially those which lead to active learning. Nevertheless, education based on the frontal instruction, teacher’s monologue and zero students’ activity is carried out at many universities. Naturally, there are many reasons and to pinpoint one of them as the primary cause is difficult. The fact remains that many full-time students lack interest in studies and some university teachers do not have knowledge of pedagogical and psychological disciplines. Students study out of obligation and teachers find that leading an effective educational process is more complicated than they originally imagined. Students claim that lessons are boring and teachers (especially newly qualified teachers) do not often even determine objectives which they want to achieve through teaching. One of the possibilities how to deal with the situation is to apply Bloom’s taxonomy of cognitive objectives in university teaching.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

SGEM 2017 : proceedings of the 17th International Multidisciplinary Scientific GeoConference : June 29 – July 5, 2017, Albena, Bulgaria. Volume 17. Issue 54

ISBN

978-619-7408-11-9

ISSN

1314-2704

e-ISSN

neuvedeno

Počet stran výsledku

8

Strana od-do

219-226

Název nakladatele

STEF92 Technology Ltd.

Místo vydání

Sofia

Místo konání akce

Albena

Datum konání akce

29. 6. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—