Revised Bloom's Taxonomy: Dimensions of Knowledge

This article discusses the revised Bloom's Taxonomy and its four dimensions of knowledge: factual, conceptual, procedural, and metacognitive. It explains the range of knowledge within each dimension and how they contribute to problem-solving and analysis. The article also provides references for further reading.

BLOOM TAXONOMY

Table of Contents
PART A:- REVISED BLOOM'S TAXONOMY............................................................................3
Four dimensions of knowledge:-.................................................................................................3
REFERENCES................................................................................................................................4

PART A:- REVISED BLOOM'S TAXONOMY
The revised Bloom's Taxonomy was published in 2001 with the title “A Taxonomy for Teaching,
Learning and Assessment”. Certain psychologists, researchers and scientists thought of moving
the attention from educational objectives towards a dynamic concept (Thote and Gowri, 2020).
The knowledge dimensions of the cognitive domain of revised taxonomy ranged from the
concrete to the abstract knowledge. The knowledge dimensions were divided into four parts that
ranged from knowing the facts of a topic to knowing that topic strategically (Gul, Kanwal and
Khan, 2020.). The four dimensions are as follows:-
Four dimensions of knowledge:-
 Factual Knowledge Dimension- This category of the knowledge dimension expects the
student to have the basic idea about the terminologies, some specific details and elements
so as to stay acquainted with the discipline and solve the problems regarding it. This
represents the concrete knowledge base (Waite and et.al. 2020).
 Conceptual Knowledge Dimension- This dimension is bit more elaborative where it is
expected to know the various models, theories, principles and the categories and
classifications. The knowledge level increases where the basic elements are functioning
in a larger structure.
 Procedural Knowledge Dimension- This particular knowledge dimension shows indepth
details of a subject matter like the skills, preocedures, methods, algorithms and the tools
and techniques required for the task (Irvine, 2017). This is sufficient for analytical
knowledge required for problem solving and analysis.
 Metacognitive Knowledge Dimension- This is last in the range of knowledge where one
has abstract knowledge of the subject matter. They are expected to have strategic,
conditional, cognitive and self knowledge (Armstrong, 2016). This can be considered as
the highest level of knowledge with an individual.
All these classifications of knowledge can be further remembered and understood. It can be
applied and then analyzed and evaluated to create value.

REFERENCES
Books and Journals
Armstrong, P., 2016. Bloom’s taxonomy. Vanderbilt University Center for Teaching.
Gul, R., Kanwal, S. and Khan, S.S., 2020. Preferences of the Teachers in Employing Revised
Blooms Taxonomy in their Instructions. sjesr, 3(2), pp.258-266.
Irvine, J., 2017. A Comparison of Revised Bloom and Marzano's New Taxonomy of
Learning. Research in Higher Education Journal, 33.
Thote, P. and Gowri, S., 2020. ANALYSIS OF SENIOR SECONDARY EXAMINATION
QUESTIONS ACCORDING TO REVISED BLOOMS TAXONOMY
COMPLEXITY. International Journal of Research-GRANTHAALAYAH, 8(3), pp.119-
127.
Waite, L.H. and et.al. 2020. Revised Bloom's taxonomy as a mentoring framework for
successful promotion. Currents in Pharmacy Teaching and Learning, 12(11), pp.1379-
1382.
Online
Bloom’s Taxonomy. 2020. [Online]. Available through: <https://cft.vanderbilt.edu/guides-sub-
pages/blooms-taxonomy/>