Analyzing NGSS and Bloom's Taxonomy in Biology: A Detailed Report

This report examines the relationship between the Next Generation Science Standards (NGSS) and Bloom's Taxonomy in the context of biology education. It begins by highlighting the eight principles of NGSS, emphasizing their role in shaping student thinking and engagement. The report then introduces Bloom's Taxonomy, detailing its hierarchical structure and the cognitive, affective, and psychomotor domains. The primary focus is on the cognitive domain, which aligns with the NGSS principles. The report provides specific examples of how NGSS principles, such as asking questions and collecting evidence, correspond to different levels within Bloom's Taxonomy, such as knowledge and evaluation. The conclusion underscores the importance of integrating these frameworks to enhance science lessons and improve student learning outcomes. The report also references key sources, including Armstrong (2016) and Ryan, Gale & Usselman (2017).

Running head: BIOLOGY
RELATIONSHIP BETWEEN NGGS AND BLOOM’S TAXONOMY
Name of the Student
Name of the University
Author Note

1BIOLOGY
According to the eight principles of NGSS, thinking types have been found to affect
the student’s abilities to think and engage in a material meaningfully. The eight principles of
Next Generation Science Standards are asking questions, developing and using models,
planning and carrying out investigations, analyzing and interpreting data, using mathematics
and computational thinking, constructing explanations and designing solutions, engaging in
argument for evidence and obtaining, evaluating and communicating information (Ryan, Gale
& Usselman, 2017). Bloom’s taxonomy is a group of three hierarchical models that are used
to classify the educational learning objectives into various specificity and complexity levels.
The three domains are cognitive domain (knowledge, comprehension, application, analysis,
synthesis, and evaluation), the affective domain (receiving, responding, valuing, organizing
and characterizing) and the psychomotor domain (perception, set, guided response,
mechanism, complex overt response, adaptation, and origination) (Armstrong, 2016). The
cognitive domain has been found to be the primary focus for scientific lessons, learning
objectives, activities, and assessments. The eight principles of NGSS are directly associated
with the cognitive domain of Bloom's taxonomy which has several subparts that are discussed
before. As an example, it can be stated that the knowledge section of the cognitive domain is
associated with asking questions, collection of evidence using models principles of NGSS.
Further, it can be stated that evaluating and communicating the information principle of
NGSS is associated with the synthesis and evaluation of the cognitive domain of Bloom's
taxonomy. Thus, it can be stated that the association between the NGSS principles and
Bloom's taxonomy is will enhance the process of science lesson for the students.

2BIOLOGY
References
Armstrong, P. (2016). Bloom’s taxonomy. Vanderbilt University Center for Teaching.
Ryan, M., Gale, J., & Usselman, M. (2017). Integrating engineering into core science
instruction: Translating NGSS principles into practice through iterative curriculum
design. International Journal of Engineering Education, 33(1), 321-331.