Aligning Modeling Projects with Bloom's Taxonomy

Autor/in	Spindler, Richard
Titel	Aligning Modeling Projects with Bloom's Taxonomy
Quelle	In: PRIMUS, 30 (2020) 5, S.601-616 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2019.1619208
Schlagwörter	Mathematics Instruction; Educational Objectives; Classification; Undergraduate Students; Teaching Methods; Student Projects; Scoring Rubrics; College Mathematics; Equations (Mathematics); Calculus; Thinking Skills; Models + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Educational objective; Bildungsziel; Erziehungsziel; Classification system; Klassifikation; Klassifikationssystem; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Scoring formulas; Auswertungsbogen; Equations; Mathematics; Gleichungslehre; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Denkfähigkeit; Analogiemodell
Abstract	Modeling projects in differential equations and engineering courses create an authentic activity and an opportunity to attain the holy grail of "deeper" learning. However, what do we mean by "deeper" learning and how do we create an environment that encourages that? This article describes a proposal and case study in using Bloom's taxonomy as a model to elicit higher-order cognitive tasks through a project rubric. This approach requires further study on its effectiveness, but it shows promise as a systematic and consistent method for encouraging meaningful tasks through projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01