Bloom의 신교육목표분류체계 기반 2015 및 2022 개정 초등영어 교육과정 성취기준 비교⋅분석

김보옥,김경한 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.1

Objectives The purpose of this study is to compare the achievement standards of the 2022 revised national English curriculum with those of the 2015 curriculum based on Bloom's revised taxonomy. Methods The 2022 revised curriculum made efforts to ensure that the purpose of competency education is actually implemented in the achievement standards, from the perspectives of knowledge, skills, and attitudes. To examine whether this purpose has been achieved, this study compares and analyzes the achievement standards of the revised English curriculum in 2015 and 2022 in terms of knowledge dimension and cognitive process dimension based on Bloom's revised taxonomy of educational objectives. Results In terms of knowledge dimension, the achievement standards of both the 2015 and 2022 revised curriculum were the most distributed in “factual knowledge”. There were almost no achievement standards corresponding to “conceptual knowledge” and “procedural knowledge” in both the 2015 and 2022 revised curriculum. Meta-cognitive knowledge has increased in proportion in the 2022 revised curriculum. This is analyzed as a result of reflecting strategic knowledge and affective attitudes in the achievement standards. In terms of cognitive process dimension, both the 2015 and 2022 revised curriculum achievement standards showed a tendency to be focused on low-level cognitive functions of “remember” and “understand”, but unlike 2015, the 2022 curriculum showed a change of introducing high-level cognitive functions such as “evaluate” and “create”. Conclusions These changes show that the 2022 revised national English curriculum strives to present the achievement standards in a balanced manner in terms of knowledge, skills, and attitudes in order to reflect the purpose of competency education

2015와 2022 개정 교육과정 물리학 영역 성취기준 비교 - Bloom의 신교육목표분류체계에 기초하여

강경희 한국물리학회 2023 새물리 Vol.73 No.11

This study compared and analyzed the achievement standards of the 2015 revised curriculum and the 2022 revised curriculum in the physics area based on Bloom’s revised taxonomy. To this end, the 2015 revised 『Physics I』 and the 2022 revised 『Physics』 achievement standards were compared, and the 2015 revised 『Physics II』, the 2022 revised 『Mechanics and energy』, and 『Electromagnetism and quantum』 were compared and analyzed. As a result of the analysis, in all subject achievement standards in the physics area of the 2015 revised curriculum and the 2022 revised curriculum, the achievement standard presented in the form of understanding conceptual knowledge was the most common. In addition, as a result of analyzing the knowledge dimension shown in the achievement standard, conceptual knowledge was found to be the most common. In the 2022 revised physics domain, metacognitive knowledge increased. As a result of the analysis of the cognitive process dimension, ‘understanding’ was the most common in all subject achievement standards. The introduction of ‘evaluation’ in the 2022 revised curriculum achievement standard can be seen as a positive change. When designing textbook learning objectives based on the curriculum achievement standards, it is important to reflect various levels of knowledge and cognitive processes. The results of this study will be able to provide basic data for designing learning objectives based on achievement standards.

Bloom의 신교육 목표 분류학에 기초한 초등학교 3, 4학년 과학과 7차 교육과정과 2007 개정 과학과 교육과정의 목표체계 비교

위수민 ( Soo Min Wee ),김보경 ( Bo Kyoung Kim ),조현준 ( Hyun Jun Cho ),손정주 ( Jung Joo Sohn ),오창호 ( Chang Ho Oh ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.1

The purposes of this study were to classify the objectives in elementary science for the 2007 revised national curriculum in accordance with Bloom`s Revised Taxonomy of Educational Objectives, and to compare the classified data of 2007 revised curriculum with 7th national curriculum from a view of creative objectives. For the purpose, the frame and manuel was developed to classify the objectives. In this study, elementary science instructional objectives of third- to forth-grade level were classified through the frame. The finding of this study revealed that the objectives, stated in elementary science for the 2007 revised national curriculum, are biased to the ``conceptional knowledge``, ``factual knowledge`` and the ``understand`` cognitive process dimension. And the remaining dimension of the Bloom`s revised taxonomy is very scanty. Comparing with 7th national curriculum, the 2007 revised national curriculum`s objectives system has not conspicuous improvement in creativity area. It was suggested to improve present objectives system, because of give learners more experience to opportunity about creativity.

2015 개정 과학과 교육과정과 미국 차세대 과학 표준의 비교 분석 - 중학교와 고등학교 과정의 생태계 주제를 중심으로 -

김은경,김재근,김흥태 한국생물교육학회 2020 생물교육 Vol.48 No.2

This study performed to provide educational implications for revising curriculum by comparing and analyzing US’s Next Generation Science Standards(NGSS) performance expectations and Korea’s 2015 revised science curriculum achievement standards on ecosystem concepts in middle and high school courses. For this, learning contents on ecosystem in 2015 revised science curriculum and NGSS were compared and analyzed, and educational objectives derived from achievement standard and performance expectations were compare and analyzed in terms of Bloom’s revised taxonomy, statement types, and scientific and engineering practices or inquiry skills. As a result, Korea’s 2015 revised science curriculum contained only contents about biodiversity in middle school, in particular, contents about matter circulation and energy flow in organism and ecosystem were not included in high school science. But NGSS dealt with overall contents about ecosystem in both middle and high school in a balanced way. Of knowledge dimension of Bloom’s revised taxonomy, conceptual knowledge accounted for the highest percentage in Korea’s 2015 revised science curriculum and NGSS. On cognitive process dimension, ‘Understand’ was mainly showed in Korea’s 2015 revised science curriculum, but NGSS presented various cognitive process. Korea’s 2015 revised science curriculum had many content-focused and activity-focused statements, but NGSS had numerous performance-focused statements. On scientific and engineering practices or inquiry skills, ‘Collecting, Analyzing and Interpreting Data’ took up the highest percentage in Korea’s 2015 revised science curriculum and ‘Drawing Conclusions and Performing Evaluations’ did so in NGSS.

Bloom의 신교육목표분류체계를 활용한 2015 개정 여행지리 교육과정 성취기준의 인지적 영역 분석

박진영,이보영 한국지리환경교육학회 2024 한국지리환경교육학회지 Vol.32 No.1

The purpose of this study is to develop higher-order knowledge by analyzing the achievement standards of travel geography of the 2015 revised curriculum at the level of knowledge and cognitive process, which are cognitive domain, using Bloom’s revised taxonomy of educational objectives. Analysis results are as follows; first, ‘metacognitive knowledge’ is the highest and ‘procedural knowledge’ is the lowest in terms of knowledge dimension. Second, in terms of cognitive process, ‘to analyze’, ‘remember’, and ‘understand’ appear high, but ‘to evaluate’, ‘create’, and ‘apply’ appear low. Third, the way of combining the knowledge dimension and the cognitive process dimension is combined in various ways, but the distribution style is concentrated and distributed in either side. Educational consensus on achievement-based vocabulary and clear standards for educational verbs are required.

Bloom의 신교육목표분류체계에 기반한 2015 및 2022 개정 과학과 공통교육과정의 생명 영역 성취기준 분석

김현진,신영준 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.14

Objectives This study aimed to compare and analyze the life domain achievement standards of the 2015 and 2022 revised science and common curriculum based on Bloom's new educational goal classification system. Methods Standards of the life area of the 2015 and 2022 revised curriculum were analyzed, and if there were two or more goals indicated by the achievement standards, they were classified as double texts. 65 achievement standards for the life domain of the 2015 revised curriculum and 60 achievement standards for the 2022 revised curriculum were analyzed. After preliminary analysis based on the target analysis framework, the agreement was verified with five researchers, and the actual analysis was conducted, and conclusions were drawn based on the results. Results As a result of the classification of knowledge dimensions in both the 2015 and 2022 revised common curriculum achievement standards in the life area, factual knowledge was the most common, and there were no achievement standards corresponding to metacognitive knowledge. As a result of classification at the cognitive process level, the knowledge corresponding to ‘understanding.’ was the most, and the achievement standards corresponding to ‘analyzing.’, ‘evaluating’, and ‘inventing’ were small. As a result of comparison by grade group, it was found that in the 3rd and 4th grade groups, factual knowledge increased and procedural knowledge decreased as the curriculum was revised, while in the 5th and 6th grade groups, factual knowledge decreased and procedural knowledge increased. As a result of analyzing the 2022 revised common curriculum by grade group, the achievement standards corresponding to factual knowledge and ‘understanding’ are the most common in all grade groups, and the achievement standards corresponding to ‘remembering’ tend to increase as the grade group increases. It seemed. Conclusions The problem that achievement standards are concentrated in certain dimensions has still not been improved. Achievement standards should be intentionally structured to reflect diverse knowledge and cognitive process dimensions. In addition, teachers who set learning goals based on achievement standards and implement them in the classroom need to design classes to include knowledge and cognitive processes at various levels to help students develop holistically.

Bloom의 신교육목표분류체계를 활용한 2015 여행지리 평가기준의 인지적 특성 분석

박진영,이보영 한국지리환경교육학회 2025 한국지리환경교육학회지 Vol.33 No.1

본 연구의 목적은 2015 개정 여행지리 교육과정 평가기준의 지식 및 인지과정 수준의 특성 분석이다. 이를 위해 Bloom의신교육목표분류체계를 활용하여 평가기준 ‘상/중/하’의 인지적 영역에서 나타난 고차 사고력의 특징을 지식 차원과 인지과정차원으로 나누어 분석하였다. 분석 결과 첫째, 지식 차원에서는 각 단원은 단원의 성격을 어느 정도 반영하고 있으나 전 단원에걸쳐 ‘절차적 지식’의 비율이 낮아 저차적 지식에서 고차적 지식으로 넘어가는 연결고리에 문제가 있었다. 둘째, 인지과정 차원에서도 인식의 계열성에 문제가 있었다. ‘상/중/하’ 모두 저차적 인지과정인 ‘이해하다’가 가장 높게 나타났다. 또한 저차적 인지과정에서 고차적 인지과정으로 이어지는 ‘적용하다’의 비율은 극히 낮게 나타났다. 결론적으로 2015 개정 교육과정 여행지리 평가기준은 지식 및 인지과정 차원에서 위계적 연결성, 지식의 누적성에 따른 고차적 사고력의 성장 과정을 고려할 필요가 있다. This study aims to analyze the evaluation standards of the 2015 revised travel geography curriculum. For this purpose, Bloom’s revised taxonomy was used to analyze the characteristics of higher-order thinking skills shown in the cognitive domain of ‘high/middle/low’ evaluation criteria. Analysis results are as follows. First, although the knowledge dimension is reflected in the character of each unit, there is a problem with the link from low-order knowledge dimensions to higher-order knowledge because of the low rate of ‘procedural knowledge’ in all units. Second, there is also a problem with the sequence of perception in the cognitive process. One of the lower-order cognitive skills, like ‘understand’, presents the highest among the ‘high/middle/low’ level. Additionally, the ‘apply’ skill, which should bridge lower and higher-order cognitive skills, showed notably low representation at the medium level. In conclusion, the 2015 revised travel geography evaluation standards need to consider the development process of higher-order thinking skills according to hierarchical connectivity and accumulation of knowledge at the level of knowledge and cognitive processes.

Bloom의 신교육목표 분류체계에 기초한 2007 개정 7학년 기술·가정교과서 분석 - 가정 영역을 중심으로 -

이민정,이경숙,유태명 한국실과교육연구학회 2011 실과교육연구 Vol.17 No.2

본 연구는 2010년부터 학교현장에서 사용되고 있는 2007 개정 7학년 기술·가정 교과서에서 ‘Bloom의 신교육목표 분류체계’를 준거로 하여 지식차원 및 인지과정 차원의 범주가 어떻게 서술되었는가를 분석하였다. Bloom의 신교육목표 분류체계를 준거로 한 교과서 분석을 위해 3권의 교과서를 선정하였으며, 학습목표-본문내용-활동영역-평가영역으로 분석 대상영역에 대해 분석하였다. 학습목표와 평가영역은 이차원적 분석을 하였으며, 본문내용은 지식차원, 활동영역은 인지과정 차원으로만 분석을 하였다. 신뢰성 있는 분석을 위해 연구자를 포함하여 전문가 4명을 coder로 선정하였으며, 우선 코더들이 개별적으로 ‘Bloom의 신교육목표 분류체계’를 준거로 하여 교과서의 지식차원과 인지과정 차원을 주요유형과 주유목 및 하위유형과 인지과정으로 분석하였고, 불일치 판정 부분에 대해서는 3차에 걸친 협의회를 통해 최종 판정에 합의하였다. 본 연구의 결과, Bloom의 신교육목표 분류체계를 준거로 한 교과서 분석에서 2007년 개정 기술·가정 교과서에서 지식차원은 사실적 지식과 개념적 지식 차원의 범주에 치중되어 있었으며, 인지과정 차원은 ‘이해하다’ 범주차원이 가장 많은 것으로 나타났다. 또한 고등 사고에 해당되는 ‘메타 인지 지식’은 전혀 없었으며, ‘분석하다’, ‘평가하다’, ‘창안하다’의 범주차원은 아주 낮은 비율을 보이거나 없는 영역도 있었다. 연구결과로부터 2007년 개정 7학년 기술·가정교과서가 단편적 지식을 기억하거나 이해하는 하위사고 범주에 머물러 있다는 사실을 파악할 수 있었다. 따라서 앞으로 보다 다양한 지식차원과 인지과정 차원이 반영된 교과서의 개발이 요구된다. This study examined in what category that the knowledge dimension and the cognitive processes dimension are described based on 'A revision of Bloom’s taxonomy of educational objectives' in the revised 7th grade home economics textbooks. Three textbooks were selected to analyze a textbook, Areas of analysis were reconstructed into learning objectives, body contents, activity, evaluation. The learning objective and the evaluation went through a two-dimensional analysis, the body contents was analyzed in the knowledge dimension, and the activity was analyzed in cognitive processes dimension. Four experts were selected as a corder for reliable analysis. As a result of this study, the knowledge dimension in 2007 revised home economics textbook was focused on the categories of factual knowledge and conceptual knowledge in textbook analysis based on 'A revision of Bloom’s taxonomy of educational objectives', and the category dimension of 'understand' showed to be the most for the cognitive processes dimension. Moreover, there was no 'meta cognitive knowledge' that conforms to a higher-order thinking and the category dimensions of 'analyze', 'evaluate', and 'create' took very low proportion or did not exist.

Bloom의 신 교육목표분류학에 근거한 고등학교 문법 수업 목표 분석

김진희 ( Jin Hee Kim ) 경북대학교 중등교육연구소 2013 중등교육연구 Vol.61 No.4

This study aims to classify the instructional objectives and examine the aspects of ``grammar`` stated in ``Reading and Grammar I and II`` of 2009 revised Korean language curriculum, based on Bloom`s Revised Taxonomy of Educational Objectives, The study extracts 266 instructional objectives of ``grammar`` from 8 different kinds of ``Reading and Grammar I and II`` textbooks, In this study, the instructional objectives are analyzed and tbe findings are suggested as follows by school year and content. First, the results of the analysis on the instructional objectives of ``grammar`` part by school year show that ``conceptual knowledge`` and ``understand`` overwhelm the instructional objectives for both 2nd and 3rd grade of highscbool. In addition, ``meta-cognitive knowledge`` takes more proportion in knowledge dimension and ``apply`` in cognitive process of the instructional. objectives of grammar for 3rd grade than for 2nd grade of highschool. lt can be understand in the way that ``grammar`` of 3rd year of highscbool is based on the previously learned grammatical knowledge and focused on application. Second, the results from the analysis on the instructional objectives of ``grammar`` part by school year show that ``conceptual knowledge`` in knowledge dimension and ``understand`` in cognitive process dimension takes more proportion in ``Korean Language and Knowing``, ``Korean Language and Life`` and ``Korean Language and Spirit On the other hand, it shows that ``conceptual knowledge`` in knowledge dimension and ``apply`` in cognitive process dimension takes more proportion in ``Korean Language and Norms``.

Bloom의 신교육목표분류체계에 의한 2022 개정 초·중학교 역사과 교육과정 성취기준 분석

지모선,최류미 한국사회과교육학회 2024 시민교육연구 Vol.56 No.3

The purpose of this study is to analyze the 2022 revised elementary and middle school history curriculum achievement standards based on revision of Bloom's taxonomy of educational objectives to provide implications for future statements of history and curriculum achievement standards. The analysis targets 19 achievement standards for elementary school history curriculum and 40 achievement standards for middle school history curriculum, and the results of analyzing them by dividing them into 'knowledge' and 'cognitive process' dimensions according to bloom's taxonomy of educational objectives are as follows. First, the achievement standards at the knowledge level appeared in the order of 'factual and conceptual knowledge', 'metacognitive knowledge', and 'procedural knowledge'. Achievement standards at the cognitive process level were in the order of 'understand', 'analyze', 'create', and 'evaluate'. Second, as a result of examining the characteristics of achievement standards at the knowledge level by school level, the proportion of 'factual and conceptual knowledge' increased as the school level increased, and the proportion of 'procedural knowledge' and 'metacognitive knowledge' decreased. As for the characteristics of achievement standards at the cognitive process level, 'understand' occupies a high proportion in both elementary and middle schools, and in the case of 'understanding', which corresponds to 'understanding', the meaning of 'understanding' is not clear, so it was found that it is used in various meanings in the same school level. Based on the research results, this study suggested that procedural knowledge needs to be supplemented, the hierarchy of history and achievement standards, and the clarification of the meaning of behavioral verbs in achievement standards.