Unveiling Experiential Skills' Impact on Life Sciences: Leveraging Bloom's Taxonomy for Proficiency

Abstract

This article delves into the impact of experiential skills development on the proficiency of Life Sciences (Biology) learners, specifically focusing on integrating Bloom's Taxonomy in formulating assessment questions. Within the framework of South Africa's educational system guided by the Curriculum Assessment Policy Statement (CAPS), this mixed-method approach underscores the importance of aligning assessment questions with Bloom's Taxonomy to enhance experiential skills development and improve learner proficiency. The research, using a dual study methodology (PhD and MEd), emphasises the significance of question complexity and difficulty in driving experiential skills development despite varying perspectives among teachers on question sequencing. It argues that while standardised assessments may dictate question formats, teachers' inherent questioning styles are crucial in facilitating authentic learning experiences. Moreover, the article unveils a notable enhancement in learner proficiency resulting from effective planning and execution of experiential skills lessons, corroborating existing literature. In conclusion, valuable light is shed on the pivotal role of experiential skills development in enhancing learner proficiency in Life Sciences education, particularly within the South African context. By leveraging Bloom's Taxonomy in questioning and lesson planning, teachers can effectively cultivate critical thinking and problem-solving skills in learners. The findings advocate for tailored approaches to address proficiency gaps and stimulate learner achievement, thereby fostering engaged learning and real-life skill application in Life Sciences classrooms.