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Promoting Cognitive Complexity in Graduate Written Work: Using Bloom's Taxonomy as a Pedagogical Tool to Improve Literature Reviews

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Detailed Record

Title:

Promoting Cognitive Complexity in Graduate Written Work: Using Bloom's Taxonomy as a Pedagogical Tool to Improve Literature Reviews.

Authors:
Granello, Darcy Haag
Source:
Counselor Education & Supervision. Jun2001, Vol. 40 Issue 4, p292. 16p. 1 Chart.
Document Type:
Article
Subject Terms:
*CRITICISM *BOOK reviewing *EDUCATION
NAICS/Industry Codes:
519110 News Syndicates 923110 Administration of Education Programs 611699 All Other Miscellaneous Schools and Instruction 611710 Educational Support Services
Abstract:
The article applies Bloom's (B. S. Bloom, M. D. Engelhart, F. J. Furst, W. H. Hill, & D. R. Krathwohl, 1956) Taxonomy of Educational Objectives, Handbook I: Cognitive Domain to the process of graduate-level writing in counselor education. Bloom's Taxonomy is provided as a mechanism to help students develop and demonstrate cognitive complexity when writing comprehensive literature reviews. The article outlines common assumptions held by students operating at each level of the Taxonomy, typical organizational structure and content of papers at each level of the Taxonomy, and tips to move writing to more cognitively advanced levels. [ABSTRACT FROM AUTHOR]
 
Copyright of Counselor Education & Supervision is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Full Text Word Count:
5955
ISSN:
0011-0035
DOI:
10.1002/j.1556-6978.2001.tb01261.x
Accession Number:
4631549
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