Abstract
Analyzing cognitive demands in a curriculum can map out what children are expected to learn and be able to do throughout their period of formal schooling. The question now is which tools are available or effective to analyze the dimensions and types of knowledge/skills required to teach/learn in schools.
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Notes
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These four dimensions of knowledge and six cognitive processes will be in capitals throughout this book. Thus, for example, we will simply state that an item is in Conceptual without attaching the word “category” after it.
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Lee, YJ., Kim, M., Jin, Q., Yoon, HG., Matsubara, K. (2017). Revised Bloom’s Taxonomy—The Swiss Army Knife in Curriculum Research. In: East-Asian Primary Science Curricula. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-2690-4_2
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