INTRODUCTION TO EDUCATIONAL RESEARCH

Our Lady of the Angels Seminary-College

Week 1-2 Notes
Benjamin Bloom (1913 – 1999)

- He looked on learning as a process – we build upon our former

learning to develop more complex levels of understanding
- Levels of thinking behaviors from the simple recall of facts at the
lowest level up to evaluation at the highest level

Bloom’ s Taxonomy of Educational Objectives

- Bloom’ s taxonomy (1956) is a very useful aid in writing and tool for
evaluation for it provides structure.
- The taxonomy consists of a hierarchy of increasingly complex
processes which we want our students to acquire.
- Bloom’ s Taxonomy is frequently used by teachers in writing learning
outcomes as it provides a ready made structure and list of verbs
- It can also aid in the measurement of one’s level of thinking skills.

1. Knowledge - ability to recall or remember facts without necessarily

understanding them. Use action verbs like: Arrange, collect, define,
describe, duplicate, enumerate, examine, find, identify, label, list,
memorize, name, order, outline, present, quote, recall, recognize,
recollect, record, recount, relate, repeat, reproduce, show, state,
tabulate, tell.
2. Comprehension - ability to understand and interpret learned
information Use action verbs like: Arrange, collect, define, describe,
duplicate, enumerate, examine, find, identify, label, list, memorize,
name, order, outline, present, quote, recall, recognize, recollect, record,
recount, relate, repeat, reproduce, show, state, tabulate, tell.

1|P r a c t i c a l R e s e a r c h 2 (A d U s u m P r i v a t u m )
 3. Application: ability to use learned material in new situations, e.g. put
ideas and concepts to work in solving problems Use action verbs like: Man’s greatest invention is language (Menoy, 2007). It is use daily as
Apply, assess, calculate, change, choose, complete, compute, construct, one indulges and engage oneself into life. To express ideas with others
demonstrate, develop, discover, dramatize, employ, examine, without personal encounter, writing was invented (papyrus, paper
experiment, find, illustrate, interpret, manipulate, modify, operate, and the like) and implements (quills, pens, pencils, typewriters,
organize, practice, predict, prepare, produce, relate, schedule, select, computers etc.)
show, sketch, solve, transfer, use.
4. Analysis: ability to break down information into its components, e.g. TECHNICAL WRITING
look for interrelationships and ideas (understanding of organizational - It is a written communication about a scientific or technical
structure) Use action verbs like: Analyze, appraise, arrange, break subject to a specific reader or group of readers;
down, calculate, categorize, classify, compare, connect, contrast, - Its purpose is giving information
criticize, debate, deduce, determine, differentiate, discriminate, - It is also called scientific writing because it deals with a topic in
distinguish, divide, examine, experiment, identify, illustrate, infer, any of the sciences.
inspect, investigate, order, outline, point out, question, relate, separate, - It also deals with the technical topics such as electronics and the
sub-divide, test. like.
5. Synthesis - ability to put parts together Use action verbs like: Argue, - It is addressed to specific reader, intelligent enough to grasp the
arrange, assemble, categorize, collect, combine, compile, compose, specific information given.
construct, create, design, develop, devise, establish, explain, formulate, - It must be clear that without the technical terms, the writing
generalize, generate, integrate, invent, make, manage, modify, ceases to be technical writing.
organize, originate, plan, prepare, propose, rearrange, reconstruct,
relate, reorganize, revise, rewrite, set up, summarize. WRITING PARADIGM
6. Evaluation: Ability to judge value of material for a given purpose Use
action verbs like: Appraise, ascertain, argue, assess, attach, choose, Based on the SPEAKING paradigm devised by Dell Hymes
compare, conclude, contrast, convince, criticize, decide, defend, To make any speaking engagement successful, the speaker should
discriminate, explain, evaluate, interpret, judge, justify, measure, consider the following elements:
predict, rate, recommend, relate, resolve, revise, score, summarize, S – setting
support, validate, value. P – participants
E – end (why) – purpose
Anderson and Bloom (1956) Krathwohl (2001) A – Act (how) – manner
K - Key (how formal) –formality
Knowledge To remember I – instrument (with what instrument or medium) – medium or
Comprehension To understand instrument used in communication
Application To apply
N – Norm (what) – subject
Analysis To analyze
G – genre (which kind) – exposition, description, narration, or
Synthesis To evaluate
To create argumentation
Evaluation

2|P r a c t i c a l R e s e a r c h 2 (A d U s u m P r i v a t u m )
 T – thorough – comes up with a complete work;
E – ethical – conforms with the code of professional ethics;
In the same manner. To make every writing effective, the writer has to R – responsible – does his work well and without any prodding from others.
consider the components of the WRITING paradigm as follows:
W – width (to what extent) – scope
R – register (what language) – words used in the field
(computerese, medicalese, legalese etc.)
I – intention (why) – purpose
T – tenor (what conditions) – the tone and circumstances
surrounding the writing
I – information ( what) – subject)
N – needs of reader/s (who needs/what needs) recipients’
Expectations
G – genre (which kind) – exposition, description, narration, or
argumentation

A writer doing any type of writing who considers the components of the
WRITING paradigm will produce the effect he/she so desires and will satisfy
readers. Moreover, he has to bear in mind that despite the fact that he/she
uses technical terms or high-falutin words, he should write not to impress, but
to express. In doing so, he/she achieves his purpose as a writer.

QUALITIES OF A WRITER (Menoy, 2007)

To be an effective writer, one must possess the traits required to meet the
expectations of his readers. One must possess more than traits of a mediocre
writer. One must be aware of scientific phenomena and must own a wealth of
technical terminology, not merely layman’s terms.

T – technology-driven – keeps abreast with technological advances;

E – effectual – produces desired results;
C – curious – desirous to learn about different things;
H – honest – tells the truth and does not resort to plagiarism;
N – neutral – is objective, impartial, and free from bias;
I – intelligent – uses his wit;
C –careful – takes pain in doing his work;
A – active – displays tireless energy during the course of writing;
L – logical – applies the principles of logic in his/her writing;
W –workmanly – skillful in technical writing;
R – resourceful – makes use of primary and secondary sources of information;
I – interesting – arouses the interest of his readers;

3|P r a c t i c a l R e s e a r c h 2 (A d U s u m P r i v a t u m )