A Step-by-step guideline teaching methods to achieve bloom taxonomy objectives

Abstract

This research is a qualitative study to explore how to achieve the educational objectives of Bloom Taxonomy in different teaching environments from the knowledge management perspective. The epidemic outbreak has accelerated the transformation and development of online education; at the same time, the unequal distribution of academic resources has left rural areas unable to fully incorporate technology into the classroom. Technology has increased the effectiveness and productivity of teaching to varying degrees as a teaching tool, bringing new challenges to the educational field. On the other hand, teachers have various teaching styles and preferences. As a result, teachers are in four different teaching environments: low-tech teacher-centered, low-tech student-centered, high-tech teacher-centered, and high-tech student-centered. Therefore, this study aims to create a step-by-step guideline to achieve Bloom Taxonomy objectives in four different environments. Knowledge identification, knowledge capture, knowledge representation, and knowledge validation are all included in this study. It emphasizes the transformation and transfer of tacit information to explicit knowledge, defined as the "know-what" and "know-how" of teaching tools and techniques. Structured interview and qualitative analysis approaches were applied in this research. The purposive sampling method was adopted in the data collection stage, including 17 expert teachers from 11 different faculties of Chiang Mai University who have won the teaching award in the last three years. Moreover, the teach back method is adopted to increase the convergence and credibility of this study. The results present that teacher use teaching tools and techniques to help students achieve different Bloom Taxonomy objectives in different teaching environments. In addition, knowledge maps are adopted to reorganize and represent the research results, providing a more precise blueprint for teachers and readers. This research contributes to the university's teaching practice and provides guidance for using teaching tools and techniques to progressively achieve the Bloom Taxonomy objectives in different teaching environments. This study brings new vigor and vitality into academic research on teaching environment, teaching methods, Bloom Taxonomy, and knowledge management. Moreover, the research offers a guideline for the whole teaching process, from identifying and setting teaching objectives, planning and implementing teaching activities, to evaluating teaching objectives and improving teaching activities planning and execution. It is beneficial to assist teachers in different teaching environments to use teaching tools and techniques to achieve Bloom Taxonomy objectives so as to improve teaching quality and productivity.