Using read-aloud as a reading tool in the classroom allows students to connect with books and other texts before they can read for themselves. Reading aloud opens opportunities for interaction in the form of new words, expressions and contexts being exchanged between teacher and students. Furthermore, this can be done by giving students an understanding of what is being read as well as an increased vocabulary. The purpose of this literature study is to find out what research says about how teachers' planned reading affects students' language development, and more specifically to answer the questions: How can Bloom's revised taxonomy contribute to teachers' work with structured reading? In which way can read-aloud affect students' vocabulary and reading comprehension? In order to answer the questions and achieve the purpose of the study, we have systematically developed, analysed and compiled scientific studies on specifically read-aloud, and Bloom's taxonomy. We did our research on ERIC EBSCO in order to find articles which could lead us to some results. Our results show that teachers planning, structure and picking out keywords helps students develop vocabulary & reading comprehension. The book selection is an important factor when it comes to students gaining a comprehension. Interactive read-aloud plays a significant role in developing students' word skills. Further research can take the form of investigating how the application of Bloom's taxonomy in planning for read-aloud can take place in Swedish schools.

Knowledge-based assets play a very important role in the Information Age, and its increasingly influence on organizational competition makes Knowledge Management a hot issue in business research.Content analysis of documents is a core function of knowledge management. In previous research, many techniques have been developed to generate textual summary and/or generating ontology-based episodic knowledge from multipl documents. However, not much research has been done to compare different ways of organizing and presenting knowledge. Since different knowledge presentations may result in different effects on the user, the purpose of this thesis is to develop a method for investigating different document summary and presentation systems. In this research, we have developed an effect measurement method based on the extended Bloom¡¦s Taxonomy of Educational Objectives.More specifically, we proposes evaluation criteria based on memory and cognition of the user. A field experiment was conducted to compare graphical and textual systems. Results indicate that the ontology-based system has significantly superior performance in concept memorizing and procedural memorizing. On the other hand, the textual summary-based system performed better in remembering facts.

Um problema freqüentemente encontrado por educadores nas mais diversas áreas é conciliar o volume crescente de informação com a manutenção e/ou, não raro, a diminuição das cargas horárias de seus cursos. Esta situação real necessariamente obriga o educador a fazer uma severa seleção dos conteúdos a serem trabalhados. No cenário atual da maior parte das instituições de ensino esta decisão é tomada pelo professor. É possível estabelecer metodologias novas de ensino ao longo do tempo sem abrir mão da qualidade do ensino. Para isso, é necessário em primeiro lugar determinar os conteúdos considerados imprescindíveis para que o ensino seja considerado adequado. Partindo do pressuposto de que as questões das provas aplicadas em uma disciplina revelam os conteúdos que os professores consideram mais importantes, foram analisadas as questões de provas aplicadas em diferentes disciplinas oferecidas pelo Departamento de Bioquímica da USP. O objetivo deste trabalho foi responder a duas questões (1) Qual a extensão e a profundidade dos conteúdos comuns aos cursos básicos de Bioquímica? e (2) Há (e, se houver, quais são?) conteúdos específicos para diferentes habilitações? A estratégia adotada foi verificar os conteúdos exigidos pelas questões e classificar o nível cognitivo exigido utilizando a Taxonomia de Bloom. Os conteúdos mais frequentemente abordados são Estrutura de Proteínas e Regulação do Metabolismo. Os resultados indicam forte predominância de níveis cognitivos baixos (Conhecimento e Compreensão), com pouca representatividade de níveis cognitivos altos (de Aplicação a Avaliação). Espera-se com os resultados deste estudo mapear os conteúdos considerados importantes e a forma como são abordados para subsidiar a discussão sobre o estabelecimento de um currículo mínimo comum às disciplinas de Bioquímica / Educators in the most diverse fields face a common problem of managing the increasing amount of information with the same or even lower level of class hours in their courses. As a consequence, educators have to cover selected topics, which selection is entirely up to the teacher in most education institutions. In order to establish new teaching methodology while maintaining teaching quality, educators need first to select the most essential topics. Assuming that questions from biochemistry program tests reflect the topics considered most relevant by the faculty, questions from different courses offered by the Biochemistry Department of Universidade de São Paulo (USP) were analyzed with the purpose of determining (1) the extent and depth of the common topics of the basics biochemistry programs and (2) the existence of specific recurring topics for different careers. The adopted methodology seeked to identify the most recurring topics in tests questions and to classify the demanded cognitive level according to Blooms Taxonomy. The research identified Protein Structure and Metabolism Regulation as the most recurring topic, and indicates a strong predominance of low cognitive levels (Knowledge and Comprehension), with little presence of high cognitive levels (from Application to Evaluation). This study intended to outline the topics considered relevant by the faculty providing results that are required to focus the academic discussion for creating core curricula for biochemistry courses

Um problema freqüentemente encontrado por educadores nas mais diversas áreas é conciliar o volume crescente de informação com a manutenção e/ou, não raro, a diminuição das cargas horárias de seus cursos. Esta situação real necessariamente obriga o educador a fazer uma severa seleção dos conteúdos a serem trabalhados. No cenário atual da maior parte das instituições de ensino esta decisão é tomada pelo professor. É possível estabelecer metodologias novas de ensino ao longo do tempo sem abrir mão da qualidade do ensino. Para isso, é necessário em primeiro lugar determinar os conteúdos considerados imprescindíveis para que o ensino seja considerado adequado. Partindo do pressuposto de que as questões das provas aplicadas em uma disciplina revelam os conteúdos que os professores consideram mais importantes, foram analisadas as questões de provas aplicadas em diferentes disciplinas oferecidas pelo Departamento de Bioquímica da USP. O objetivo deste trabalho foi responder a duas questões (1) Qual a extensão e a profundidade dos conteúdos comuns aos cursos básicos de Bioquímica? e (2) Há (e, se houver, quais são?) conteúdos específicos para diferentes habilitações? A estratégia adotada foi verificar os conteúdos exigidos pelas questões e classificar o nível cognitivo exigido utilizando a Taxonomia de Bloom. Os conteúdos mais frequentemente abordados são Estrutura de Proteínas e Regulação do Metabolismo. Os resultados indicam forte predominância de níveis cognitivos baixos (Conhecimento e Compreensão), com pouca representatividade de níveis cognitivos altos (de Aplicação a Avaliação). Espera-se com os resultados deste estudo mapear os conteúdos considerados importantes e a forma como são abordados para subsidiar a discussão sobre o estabelecimento de um currículo mínimo comum às disciplinas de Bioquímica / Educators in the most diverse fields face a common problem of managing the increasing amount of information with the same or even lower level of class hours in their courses. As a consequence, educators have to cover selected topics, which selection is entirely up to the teacher in most education institutions. In order to establish new teaching methodology while maintaining teaching quality, educators need first to select the most essential topics. Assuming that questions from biochemistry program tests reflect the topics considered most relevant by the faculty, questions from different courses offered by the Biochemistry Department of Universidade de São Paulo (USP) were analyzed with the purpose of determining (1) the extent and depth of the common topics of the basics biochemistry programs and (2) the existence of specific recurring topics for different careers. The adopted methodology seeked to identify the most recurring topics in tests questions and to classify the demanded cognitive level according to Blooms Taxonomy. The research identified Protein Structure and Metabolism Regulation as the most recurring topic, and indicates a strong predominance of low cognitive levels (Knowledge and Comprehension), with little presence of high cognitive levels (from Application to Evaluation). This study intended to outline the topics considered relevant by the faculty providing results that are required to focus the academic discussion for creating core curricula for biochemistry courses

The master´s thesis offers a look at Bloom´s Taxonomy and its revision. The thesis is not divided into theoretical and practical parts as it is usual for this kind of work as both parts are interconnected. The thesis describes both forms of Bloom´s Taxonomy and its reception in the Czech educational system. The relationship between the categories of the Revised Bloom´s Taxonomy and its corresponding parts of Spanish language is described here as well as the way of asking questions using RBT. An analysis of chosen exercises from Spanish student´s books for secondary schools is conducted and can be found in the work. Moreover, the activities which lead to using higher categories of RBT are described. In the final part, the questionnaire concerning the relationship of Czech teachers to RBT is assessed.

The Teaching and learning computer-programming process as been the target of scientific research since the early days of computing. Although several strategies have been and are still being tested, its application in computer-based courses has been difficult, since it requires some commitment from educators to search, study and evaluate them. Although not looking for a miraculous cure for all problems in this area (reported in the literature), and believing in the pedagogical potential of the socio-cognitive conflict theory, it has been decided to develop a teaching method of programming based on Bloom's taxonomy of educational objectives to be applied using the pair-programming technique. This method is being used to produce a book of Algorithms and Programming Techniques intending to be acknowledged by the Academy. Experiments with such method has been carried out at a private University and there has been a significant increase of motivation by the students that underwent the experiments. / O ensino-aprendizagem de programação de computadores tem sido alvo de investigações cientificas desde os primórdios da computação. Embora diversas estratégias foram e ainda têm sido experimentadas, sua aplicação em cursos de computação e afins se mostra difícil, uma vez que exige algum empenho de educadores em buscá-las, estudá-las e avaliá-las. Não procurando a cura milagrosa para todos os problemas nessa área (relatados na literatura), e acreditando no potencial pedagógico da teoria do conflito sócio-cognitivo, decidiu-se construir um método de ensino de programação baseado na taxionomia de objetivos educacionais de Bloom a ser aplicado através da técnica de Programação em Duplas. O método está sendo utilizado na produção de um livro de Algoritmos e Técnicas de Programação no intuito de difundi-lo na Academia. Foram realizados experimentos com o método em uma Universidade da iniciativa privada e constatou-se um expressivo aumento de motivação dos aprendizes que a ele foram submetidos. / Doutor em Ciências

Made available in DSpace on 2014-12-17T14:54:55Z (GMT). No. of bitstreams: 1 RommelWL_TESE.pdf: 2044651 bytes, checksum: e312d872467a37414bea30914a0fdd60 (MD5) Previous issue date: 2009-06-01 / Furthered mainly by new technologies, the expansion of distance education has created a demand for tools and methodologies to enhance teaching techniques based on proven pedagogical theories. Such methodologies must also be applied in the so-called Virtual Learning Environments. The aim of this work is to present a planning methodology based on known pedagogical theories which contributes to the incorporation of assessment in the process of teaching and learning. With this in mind, the pertinent literature was reviewed in order to identify the key pedagogical concepts needed to the definition of this methodology and a descriptive approach was used to establish current relations between this conceptual framework and distance education. As a result of this procedure, the Contents Map and the Dependence Map were specified and implemented, two teaching tools that promote the planning of a course by taking into account assessment still in this early stage. Inserted on Moodle, the developed tools were tested in a course of distance learning for practical observation of the involved concepts. It could be verified that the methodology proposed by the above-mentioned tools is in fact helpful in course planning and in strengthening educational assessment, placing the student as central element in the process of teaching and learning / Com a expans?o da Educa??o a Dist?ncia, promovida principalmente pelos novos recursos tecnol?gicos, existe atualmente uma procura por ferramentas e metodologias que possibilitem trabalhar o ensino-aprendizagem, de acordo com teorias pedag?gicas consolidadas e que possam ser inseridas nos Ambientes Virtuais de Aprendizagem. O objetivo deste trabalho ? apresentar uma metodologia de planejamento, baseada em teorias pedag?gicas j? comprovadas, e que contribua para a inser??o da avalia??o no processo de ensino-aprendizagem. Para isso foi realizada uma revis?o da literatura para identifica??o dos conceitos pedag?gicos necess?rios ? defini??o da metodologia e utilizado um m?todo descritivo no estabelecimento das rela??es existentes entre esses conceitos e a Educa??o a Dist?ncia. Como resultado desse processo, foram especificados e implementados o Mapa de Conte?dos e o Mapa de Depend?ncias, duas ferramentas pedag?gicas que promovem o planejamento de uma disciplina e possibilitam pensar a avalia??o ainda nessa fase. Implementadas no Moodle, as ferramentas desenvolvidas foram testadas em uma disciplina a dist?ncia para observa??o, na pr?tica, dos conceitos implementados. Com isso, foi poss?vel verificar que a metodologia de planejamento proposta, atrav?s das ferramentas desenvolvidas, auxilia no planejamento da disciplina e no processo de avalia??o do aluno, contribuindo para inser??o da avalia??o no processo de ensino-aprendizagem e colocando o aluno como elemento central desse processo