Taxonomy of Educational Objectives for Value and Skill Education in Product Design Program

Taxonomy of Educational Objectives for Value and Skill Education in Product Design Program

Datt, Sachin

Full paper:

Curriculum designers make use of a hierarchy of educational objectives from simple(remembering) to Complex(creating) as defined in Bloom's Taxonomy. In a standard curriculum design process of an educational institute, the educational objectives of any course (or subject) are broadly categorised into Knowledge, Values and Skill. Bloom and his colleagues (Krasthwal etc), in their original publication provided taxonomy for knowledge through cognitive domain, taxonomy for values through affective domain and taxonomy for skills through psychomotor domain (not written by bloom). However, it is widely observed that curriculum designers only make use of Bloom's taxonomy of cognitive domain only. This is especially problematic for programs in design discipline like Product design and visual communication. Remedy for the problem proposed is to use separate taxonomy for affective domain and taxonomy for psychomotor domain, along with taxonomy of cognitive domain for defining objectives in design discipline like product design and visual communication.

Curriculum designers make use of a hierarchy of educational objectives from simple(remembering) to Complex(creating) as defined in Bloom's Taxonomy. In a standard curriculum design process of an educational institute, the educational objectives of any course (or subject) are broadly categorised into Knowledge, Values and Skill. Bloom and his colleagues (Krasthwal etc), in their original publication provided taxonomy for knowledge through cognitive domain, taxonomy for values through affective domain and taxonomy for skills through psychomotor domain (not written by bloom). However, it is widely observed that curriculum designers only make use of Bloom's taxonomy of cognitive domain only. This is especially problematic for programs in design discipline like Product design and visual communication. Remedy for the problem proposed is to use separate taxonomy for affective domain and taxonomy for psychomotor domain, along with taxonomy of cognitive domain for defining objectives in design discipline like product design and visual communication.

Palavras-chave: - -

DOI: 10.5151/ead2023-3SON_Paper_05Sachin-Datt

Referências bibliográficas

• [1] Connolly, S., & Penn-Edwards, S. (2005). Teaching Values Education: An Intrinsic Case Study. Stimulating the 'Action' as Participants in Participatory Research (pp. 13-25). Nathan, Qld.: Griffith University, School of Cognition, Language and Special Education.
• [2] David R. Krathwohl, B. B. (1965). Affective Domain: The Classification of Educational Goals. Longman Publishers.
• [3] Evers, F. &. (2007). Integrating knowledge, skills, and values into the curriculum development process at the University of Guelph.
• [4] Moalosi R., M. S. (2017). Using a Design-oriented Project to Attain Graduate Attributes. Design and Technology Education: An International Journal.
• [5] Sayyad Zahid Qamar, R. A.-R. (2016). Teaching product design in line with Bloom's taxonomy and ABET student outcomes. Global Engineering Education Conference (EDUCON) (pp. 1017-1022). Abu Dhabi: IEEE.
• [6] Simpson, E. J. (1966). The Classification of Educational Objectives, Psychomotor Domain. Illinois: University of Illinois.

Como citar:

Datt, Sachin; "Taxonomy of Educational Objectives for Value and Skill Education in Product Design Program", p-468-478. In: 15th International Conference of the European Academy of Design. São Paulo: Blucher, 2023.
ISSN 23186968, DOI 10.5151/ead2023-3SON_Paper_05Sachin-Datt