THE USE OF BLOOM’S TAXONOMY IN TEACHING TECHNICAL SUBJECTS AT UNIVERSITY

References: 17th International Multidisciplinary Scientific GeoConference SGEM 2017, www.sgem.org, SGEM2017 Conference Proceedings, ISBN 978-619-7408-11-9 / ISSN 1314-2704, 29 June - 5 July, 2017, Vol. 17, Issue 54, 219-226 pp, DOI: 10.5593/sgem2017/54/S22.029

ABSTRACT

At present, education is regarded as an autonomous and intercultural educational process, during which students’ individual and social qualities should be developed. The emphasis is placed on the selection of teaching strategies, especially those which lead to active learning. Nevertheless, education based on the frontal instruction, teacher’s monologue and zero students’ activity is carried out at many universities. Naturally, there are many reasons and to pinpoint one of them as the primary cause is difficult. The fact remains that many full-time students lack interest in studies and some university teachers do not have knowledge of pedagogical and psychological disciplines. Students study out of obligation and teachers find that leading an effective educational process is more complicated than they originally imagined. Students claim that lessons are boring and teachers (especially newly qualified teachers) do not often even determine objectives which they want to achieve through teaching. One of the possibilities how to deal with the situation is to apply Bloom’s taxonomy of cognitive objectives in university teaching.

Keywords: University teaching, technical subject, university teacher, student, Bloom’s taxonomy of cognitive objectives.