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Promoting Cognitive Complexity in Graduate Written Work: Using Bloom's Taxonomy as a Pedagogical Tool to Improve Literature Reviews
Author(s) -
Granello Darcy Haag
Publication year - 2001
Publication title -
counselor education and supervision
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.608
H-Index - 40
eISSN - 1556-6978
pISSN - 0011-0035
DOI - 10.1002/j.1556-6978.2001.tb01261.x
Subject(s) - taxonomy (biology) , bloom's taxonomy , cognition , psychology , graduate students , domain (mathematical analysis) , content analysis , mathematics education , cognitive science , pedagogy , computer science , sociology , social science , ecology , neuroscience , mathematical analysis , mathematics , biology
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.