Bloom
In each of Bloom’s three taxonomies (cognitive, affective, and psychomotor), lower levels provide a base for higher levels of learning (Bloom, 1956; Kauchak&Eggen, 1998). The lower level such as comprehension and application relates to higher order skills. The need for mastering of the lower levels are important as they need to be able to apply these skills in various situation before continue with higher order skills include analysis, synthesis, and evaluation (McDavitt, 1993). Higher order thinking involves breaking down complex material into parts, detecting relationships and combining and using all previous levels in evaluating or making judgments. There care relationships across all the skills in the taxonomies.
Piaget
According to Piaget, the developmental stages are the basic to cognitive development. Children and adolescents develop operational thinking, logical and systematic manipulation of symbols. They will develop more complex skills such as relate the symbols to abstract concepts, able to do scientific reasoning as they move to adulthood. These skills are the foundation for problem solving, self-reflection, and critical reasoning (Crowlet al., 1997; Miles, 1992). Piaget states that, vary in how rapidly they develop cognitively, its seem to be in transition longer than in the cognitive development stages (Crowl et al., 1997). Some researchers show that biological development affects the rate of movement from one stage of learning to next …show more content…
Stages of cognitive development are not linear; they mayoccur simultaneously. Bruner has introduced the “spiral curriculum” where learner learns the previously learned knowledge but more deeper and wider in new context. Both Piaget and Bruner focus on similar aspects of learning and both stress on the linkage of previously learned concepts and information to new
In each of Bloom’s three taxonomies (cognitive, affective, and psychomotor), lower levels provide a base for higher levels of learning (Bloom, 1956; Kauchak&Eggen, 1998). The lower level such as comprehension and application relates to higher order skills. The need for mastering of the lower levels are important as they need to be able to apply these skills in various situation before continue with higher order skills include analysis, synthesis, and evaluation (McDavitt, 1993). Higher order thinking involves breaking down complex material into parts, detecting relationships and combining and using all previous levels in evaluating or making judgments. There care relationships across all the skills in the taxonomies.
Piaget
According to Piaget, the developmental stages are the basic to cognitive development. Children and adolescents develop operational thinking, logical and systematic manipulation of symbols. They will develop more complex skills such as relate the symbols to abstract concepts, able to do scientific reasoning as they move to adulthood. These skills are the foundation for problem solving, self-reflection, and critical reasoning (Crowlet al., 1997; Miles, 1992). Piaget states that, vary in how rapidly they develop cognitively, its seem to be in transition longer than in the cognitive development stages (Crowl et al., 1997). Some researchers show that biological development affects the rate of movement from one stage of learning to next …show more content…
Stages of cognitive development are not linear; they mayoccur simultaneously. Bruner has introduced the “spiral curriculum” where learner learns the previously learned knowledge but more deeper and wider in new context. Both Piaget and Bruner focus on similar aspects of learning and both stress on the linkage of previously learned concepts and information to new