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THE USE OF BLOOM-S TAXONOMY IN TEACHING TECHNICAL SUBJECTS AT UNIVERSITY
Abstract
At present, education is regarded as an autonomous and intercultural educational process, during which studentsпїЅ 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, teacherпїЅs monologue and zero studentsпїЅ 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 BloomпїЅs taxonomy of cognitive objectives in university teaching.
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