A study note on Bloom's taxonomy of learning with reference to dissertation project works (information from perplexity.ai)
My question 1: "What is Bloom's taxonomy of learning with reference to doing dissertation projects in (1) business management, (2) housing studies, and (3) accounting and finance?"
The reply: "Bloom's Taxonomy is a framework used to categorize learning objectives into six cognitive levels, which can be applied across various disciplines, including business management, housing studies, and accounting and finance. Here's how it can be referenced in the context of dissertation projects in these fields:
1. Business Management
In business management, Bloom's Taxonomy can be applied to enhance critical thinking skills, which are crucial for strategic analysis and decision-making. Here’s how each level can be utilized in a dissertation project:
Remember: Recall key concepts and theories in business management, such as organizational structures or marketing strategies.
Understand: Explain the significance of these concepts in real-world scenarios, such as understanding how organizational culture impacts productivity.
Apply: Use learned concepts to solve business problems, like applying SWOT analysis to a case study.
Analyze: Break down complex business issues into simpler components, comparing and contrasting different management strategies.
Evaluate: Assess the effectiveness of business strategies or policies, justifying recommendations based on evidence.
Create: Develop innovative business models or strategies based on synthesized knowledge, such as proposing a new marketing plan.
2. Housing Studies
In housing studies, Bloom's Taxonomy can help students analyze complex housing issues and develop well-informed policies. Here’s how it applies:
Remember: Recall data on housing trends, policies, and demographic changes.
Understand: Explain how these trends impact housing markets or communities, understanding the role of government policies.
Apply: Use data to predict future housing needs or apply policy frameworks to real-world scenarios.
Analyze: Compare different housing policies or programs, evaluating their effectiveness in addressing specific issues.
Evaluate: Assess the impact of housing policies on communities, justifying recommendations for improvement.
Create: Develop new housing policies or programs based on synthesized research findings, such as proposing affordable housing initiatives.
3. Accounting and Finance
In accounting and finance, Bloom's Taxonomy helps students integrate ICT competencies and develop advanced analytical skills. Here’s how it applies:
Remember: Recall financial formulas, accounting standards, or software tools.
Understand: Explain financial concepts, such as understanding how financial ratios are used in analysis.
Apply: Use financial data to solve problems, like applying financial models to predict future performance.
Analyze: Break down financial statements to identify trends or risks, comparing financial performance across companies.
Evaluate: Assess the financial health of organizations, justifying investment decisions based on analysis.
Create: Develop financial models or strategies based on synthesized data, such as proposing a new investment portfolio.
By applying Bloom's Taxonomy, students in these fields can move from basic knowledge recall to creating original work, enhancing their critical thinking and problem-solving skills1245."
My question 2: "What are the six levels of Bloom's taxonomy and what are the challenges of achieving the higher levels of learning for the students doing dissertation projects?"
The reply: "Six Levels of Bloom's Taxonomy
Bloom's Taxonomy is a framework that categorizes educational objectives into six cognitive levels, which help educators plan and assess learning outcomes. The levels, from the lowest to the highest order of thinking, are:
Remembering: Involves recalling or recognizing information without necessarily understanding it deeply. Activities include memorizing facts, repeating information, or recalling previously learned material310.
Understanding: Requires comprehending and interpreting information. Learners demonstrate their ability to explain ideas or concepts in their own words, summarize information, or provide examples to demonstrate understanding310.
Applying: Involves using acquired knowledge to solve problems in new or unfamiliar situations310.
Analyzing: Entails breaking down information into its constituent parts to understand relationships, motives, or causes. Learners can identify patterns, analyze data, and draw conclusions based on evidence310.
Evaluating: Involves making judgments about information based on set criteria or standards. Students assess the validity of arguments or critique work310.
Creating: Requires producing new or original work by combining elements in novel ways to generate something unique310.
Challenges of Achieving Higher Levels of Learning
Achieving the higher levels of Bloom's Taxonomy, particularly in dissertation projects, poses several challenges for students:
Foundational Knowledge: Students must have a solid grasp of foundational knowledge before progressing to higher-order thinking. Without this base, they may struggle to apply, analyze, evaluate, or create effectively23.
Integrated Learning: Learning is often not a linear process; students may need to apply and create to truly understand concepts. This integrated approach can be challenging to implement in structured academic settings46.
Hierarchical Misconceptions: The taxonomy's hierarchical representation can lead to misconceptions that higher levels are inherently more important or difficult. This might cause students to overlook the value of foundational skills or skip necessary steps24.
Contextual Application: Higher-order thinking requires applying knowledge in context-specific scenarios. Students must be able to adapt theoretical knowledge to practical problems, which can be challenging without real-world experience6.
Assessment and Feedback: Effective assessment and feedback are crucial for students to reach higher levels. However, designing assessments that accurately measure these complex cognitive skills can be difficult23.
Time and Resources: Achieving higher levels of learning often requires significant time and resources. Students may face constraints in terms of access to data, literature, or mentorship, which can hinder their ability to create original work24.
By understanding these challenges, educators and students can better navigate the complexities of achieving higher-order thinking in dissertation projects across various disciplines."
My question 3: "Could you provide an example on each of the Bloom's taxonomy level for the following research theme: "An evaluation of the corporate productivity improvement program implementation in the Hong Kong retailing sector using the training approach"?"
The reply: "Here are examples of how Bloom's Taxonomy can be applied to the research theme "An evaluation of the corporate productivity improvement program implementation in the Hong Kong retailing sector using the training approach":
1. Remember
Action: Recall key concepts related to corporate productivity improvement programs.
Example: List the main components of productivity improvement programs commonly used in Hong Kong's retail sector, such as digital transformation initiatives or staff training modules.
2. Understand
Action: Explain the significance of productivity improvement programs in the retail sector.
Example: Describe how implementing digital solutions, like electronic ordering systems, can enhance operational efficiency in Hong Kong retail businesses.
3. Apply
Action: Use knowledge to solve problems or implement solutions.
Example: Apply a productivity improvement program to a specific retail business in Hong Kong, such as using data analytics to optimize inventory management.
4. Analyze
Action: Break down complex information to understand relationships.
Example: Compare the effectiveness of different productivity improvement programs in Hong Kong retail, analyzing factors like cost savings and customer satisfaction.
5. Evaluate
Action: Make judgments based on criteria or standards.
Example: Assess the overall impact of a productivity improvement program on a retail business in Hong Kong, evaluating its success based on metrics like sales growth and employee engagement.
6. Create
Action: Produce new or original work.
Example: Develop a novel productivity improvement program tailored to the specific needs of Hong Kong's retail sector, incorporating elements like AI-driven inventory management and personalized customer service strategies.
These examples illustrate how Bloom's Taxonomy can guide a structured approach to evaluating and enhancing productivity improvement programs in the Hong Kong retail sector."
My question 4: "Could you provide an example on each of the Bloom's Taxonomy levels on the research theme "An evaluation of the female gen z's perceptions on housing affordability in Hong Kong in 2025"?"
The reply: "Here are examples of how Bloom's Taxonomy can be applied to the research theme "An evaluation of the female Gen Z's perceptions on housing affordability in Hong Kong in 2025":
1. Remember
Action: Recall key concepts related to housing affordability.
Example: List the main factors that affect housing affordability in Hong Kong, such as income levels, housing prices, and government policies.
2. Understand
Action: Explain the significance of housing affordability for female Gen Z in Hong Kong.
Example: Describe how housing affordability impacts the lifestyle choices and career decisions of young women in Hong Kong, such as delaying marriage or choosing to live with family longer.
3. Apply
Action: Use knowledge to solve problems or implement solutions.
Example: Apply a specific housing affordability model to predict how changes in government subsidies might affect housing choices among female Gen Z in Hong Kong.
4. Analyze
Action: Break down complex information to understand relationships.
Example: Compare the perceptions of housing affordability among female Gen Z in different districts of Hong Kong, analyzing factors like proximity to work, public transportation, and community amenities.
5. Evaluate
Action: Make judgments based on criteria or standards.
Example: Assess the effectiveness of current housing policies in addressing the affordability concerns of female Gen Z in Hong Kong, evaluating their impact on social equity and economic stability.
6. Create
Action: Produce new or original work.
Example: Develop a novel policy proposal to improve housing affordability for female Gen Z in Hong Kong, incorporating elements like community land trusts, rent control measures, and innovative financing options.
These examples illustrate how Bloom's Taxonomy can guide a structured approach to evaluating and enhancing understanding of housing affordability issues among female Gen Z in Hong Kong."
No comments:
Post a Comment