Now the cognitive domain is no doubt the best known of the three domains and often contributed singly to bloom as in Bloom's taxonomy. This is in fact incorrect. In the first instance, we should probably be saying bloom at all, as there were many contributors to the development of the domain. Though for ease of reference, we will call it blooms. And in fact, the taxonomy refer to all three of the domains of learning and not just the cognitive domain. Now, as I said, the cognitive domain describes the cognitive processes that the brain uses to acquire knowledge.

And in the original cognitive domain, there were three forms of knowledge recognized. They were factual knowledge, which is the basic elements that students must know to be acquainted with a discipline or solve the problems in it. So for example, in chemistry, knowing that chemical elements of the periodic table is an important form of factual knowledge before students can do chemical equations or chemical formulas. procedural knowledge is how to do something. The methods of inquiry and the criteria for using skills perhaps algorithms, techniques and methods. procedural knowledge could be in English knowing how to write a report.

For example, there is a process to writing a report and there is a way of doing this correctly. Students need to learn that in order to be able to write a good report. conceptual knowledge is that interrelationship among the basic elements within a larger structure that enables them to function together. So learning various concepts and we have conceptual knowledge that we apply in all our disciplines. The subsequent revision which we will look at, in our next slide included a fourth construction of knowledge which is the metacognitive knowledge, which involves the knowledge of cognition in general as well as an awareness and knowledge of one's own cognitive processes. cognitive domain is often shown as a pyramid to highlight that it is considered a hierarchical model.

On the left of your screen, you see the original cognitive domain, developed in 1956, beginning with knowledge, as that category was then called going to comprehension application analysis, synthesis and evaluation and you notice that these are all nouns. In 2000 a month a group which included crafts or one of the original authors with bloom of the original taxonomy, revise the cognitive domain, renaming some of those lower levels and reordering the higher levels. The revision more closely reflects a constructivist approach of learning, as well as developments in cognitive psychology since the original framework was published. The other major difference was that change from the noun to the verb forms of the word through reflective thinking is an active process. You'll also notice that the first category has been renamed from knowledge to remembering and this was intentional. By removing knowledge as a category from the cognitive domain.

It was hoped that this would then open the possibility of thinking about the intersection of the knowledge that we gain and cognition, the cognitive processes that we use to gain the knowledge, there is now no longer a need to be confused about what knowledge is taught and what cognitive processes or intellectual abilities and skills the students will use to actually learn that new knowledge. And this was something that I was often asked when discussing the developments of learning objective with educators. When we're using the original cognitive domain, so it is great to see that change in the later revision.