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http://dx.doi.org/10.5012/jkcs.2010.54.3.329

Analysis of the End-of-Chapter Questions in Chemistry II according to Revised Bloom's Taxonomy of Educational Objectives  

Seo, Young-Jin (Department of Chemistry Education, Seoul National University)
Kim, Hyoung-Soo (Department of Chemistry Education, Seoul National University)
Chae, Hee-K. (Department of Chemistry Education, Seoul National University)
Publication Information
Journal of the Korean Chemical Society / v.54, no.3, 2010 , pp. 329-337 More about this Journal
Abstract
In this study, we analyzed the end-of-chapter questions in 8 types of chemistry II textbooks for science teachers according to revised Bloom's taxonomy of educational objectives not only to raise interests of questions in textbooks but also acquire a basic material for using questions in textbooks effectively. The results of classification following Bloom's cognitive category showed that 'Understanding(44.7%)' level was the most, then 'Application(29.9%)', Knowledge(15.6%) and 'Analysis (9.5%)' in order, which is distinct difference from the result of classification of the end-of-chapter questions in college general chemistry books which was 'Application', 'Analysis' and 'Understanding' in order. Especially, questions of 'Evaluation' level were not found at all in any textbook investigated and 'Synthesis(0.3%)' level was very few. On the other hand, the percentage of questions in 'Understanding' and 'Executing Quantitative' which required specific algorithms was 70% of total with most of the questions in 'Application' were 'Executing Quantitative'.
Keywords
Bloom; Taxonomy of educational objects; Cognitive category; Chemistry II textbook;
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