Moving up Bloom’s Taxonomy in an Introductory Course: What’s Being Done
The content of many courses is too focused on the
facts—those details that students memorize, use to answer test
questions, and then promptly forget. That criticism has been levied
against many introductory college-level courses, especially by those of
us who think faculty are too focused on covering content. But is it a
fair criticism? Do introductory courses ignore the higher-level thinking
skills, like those identified on the Bloom taxonomy? Is the evidence
empirical or anecdotal?
