The efficiency of using leveled test items in the cognitive model of Bloom’s taxonomy in geography lessons

Abstract

At present, in connection with the renewal of the content of theoretical knowledge of school geography, the connection between the methods of teaching geography and logic is being strengthened. A special need for this arose in connection with a clear choice of scientific concepts covered by the curriculum. Teaching students to read through thinking, developing their skills and abilities, and self-education skills. To acquire knowledge, students must be able to use the levels of cognitive thinking, understanding, application, analysis, generalization, and evaluation.

The article discusses the effectiveness of using test items in geography lessons, compiled in accordance with the cognitive model of Bloom’s taxonomy, in the context of the updated content of education in the country. A method of using thinking skills in the cognitive taxonomy of the American psychologist Benjamin Bloom is proposed for teaching test tasks developed in accordance with the curriculum, grouping them into simple, intermediate, and higher levels.

New pedagogical technologies are aimed at the formation of a person’s thinking system, teaching the ability to make specific decisions in various situations. One of the main problems at the present stage of development is the technologization of the learning process in the school system.

The study analyzes the course of the experiment with the participation of 8th grade students at the gymnasium school in Almaty and its effective results. The results of the diagnostic and evaluation stages of the study, in which 61 students of the control and experimental groups took part, were analyzed, and the effectiveness of the methodology was proved.

Such tasks and exercises that bring up systemic speech, and systemic thinking, undoubtedly, increase the student’s self-confidence and teach him to be responsible for his actions.