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The cognitive domain, the most widely recognized component of the taxonomy, was originally divided into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. In 2001, this taxonomy was revised, renaming and reordering the levels as Remember, Understand, Apply, Analyze, Evaluate, and Create.
Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
The questioning technique emphasizes a level of questioning and thinking where there is no single right answer. Socratic seminars generally start with an open-ended question proposed either by the leader or by another participant. [18]
Kohlberg's six stages can be more generally grouped into three levels of two stages each: pre-conventional, conventional and post-conventional. [ 9 ] [ 10 ] [ 11 ] Following Piaget's constructivist requirements for a stage model , as described in his theory of cognitive development , it is extremely rare to regress in stages—to lose the use ...
The idea of interlacing Bloom's Taxonomy and Webb's Depth-of-Knowledge to create a new tool for measuring curricular quality was completed in 2005 by Karin Hess of the National Center for Assessment, producing a 4 X 6 matrix (the Cognitive Rigor Matrix or Hess Matrix) for categorizing the Bloom's Taxonomy and Webb's Depth-of-Knowledge levels ...
Six degrees of separation is the idea that all people are six or fewer social connections away from each other. As a result, a chain of " friend of a friend " statements can be made to connect any two people in a maximum of six steps.
It is a notion that students must master the lower level skills before they can engage in higher-order thinking. However, the United States National Research Council objected to this line of reasoning, saying that cognitive research challenges that assumption, and that higher-order thinking is important even in elementary school.
Responses to several Likert questions may be summed providing that all questions use the same Likert scale and that the scale is a defensible approximation to an interval scale, in which case the central limit theorem allows treatment of the data as interval data measuring a latent variable.