Taxonomy of Educational Objectives: The Classification of Educational Goals, Part 2 |
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Page 48
... COMPONENT OF COGNITIVE OBJEctives The " garden variety " of objectives concentrates on specifying behavior in only one domain at a time . No doubt this results from the customarily analytic approaches to building curricula . Only ...
... COMPONENT OF COGNITIVE OBJEctives The " garden variety " of objectives concentrates on specifying behavior in only one domain at a time . No doubt this results from the customarily analytic approaches to building curricula . Only ...
Page 53
... component , and one can find affective components for cognitive objectives . But lest this relationship appear more obvious than it really is , it should be noted that the examples of objectives in the preceding discussion were chosen ...
... component , and one can find affective components for cognitive objectives . But lest this relationship appear more obvious than it really is , it should be noted that the examples of objectives in the preceding discussion were chosen ...
Page 131
... component to the response often occurs at the early re- sponding stages , when there is not sufficient consistency or sta- bility of response to designate the respondent as holding an opinion or a value . For that matter , Willingness ...
... component to the response often occurs at the early re- sponding stages , when there is not sufficient consistency or sta- bility of response to designate the respondent as holding an opinion or a value . For that matter , Willingness ...
Contents
Overview of the Taxonomy Project | 3 |
The Need for a Classification of Affective Objectives | 15 |
Clarification of Cognitive and Affective Objectives | 21 |
Copyright | |
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1.3 Controlled 2.1 Acquiescence 2.2 Willingness 2.3 Satisfaction 3.2 Preference 3.3 Commitment 4.1 Conceptualization 4.2 Organization ability achievement Acquiescence in responding activity affective behavior affective continuum affective domain affective objectives Affective Taxonomy Answer Sheet appraisal appropriate attitudes awareness basic beliefs capital punishment cerned characteristics Chicago classified cognitive and affective cognitive behavior cognitive domain cognitive objectives component Controlled or Selected curriculum described educational objectives Educational Testing Service Eight-Year Study emotional evaluation evidence examiner example feel goals havior illustrative indicate individual instances interest involved jectives knowledge learner learning experiences major means ment Michigan State University particular Peck and Havighurst person phenomena phenomenon problem Progressive Education Association question relation Satisfaction in response score selected attention situation social specific statement stimuli structure student subcategories superego teacher tion tive University value system Voluntary Reading Willingness to receive Willingness to respond