Applying cognitive domain of Bloom's taxonomy to robotics-based learning
Purvee Chauhan, Vikram Kapila · 2023
Since its inception in the 1950s, Bloom’s taxonomy has become a popular framework to serve the needs of educators in a wide array of settings. For example, it has proven to be a significant contributor in supporting teachers to create curricular and instructional experiences that stimulate higher-order thinking among students and in providing a common language to evaluate the quality of students’ learning experiences. Subsequently, in recent years, educational robotics has attracted increasing attention as an effective technology tool for producing engaging, active, and accessible learning in science, technology, engineering, and mathematics (STEM) disciplines, among others. A purposeful application of Bloom’s taxonomy in designing robotics-enhanced lessons can promote higher-order thinking, engender active learning, and foster deeper engagement with education in schools. This chapter elucidates such an integration of Bloom’s taxonomy with robotics-based learning using examples from literature and through two illustrative lesson plans. Using knowledge and exemplars from this chapter, educators can further their understanding of the taxonomy of cognitive domain as well as draft educational objectives, assessments, and lesson plans for robotics-based experiences.