Application of Bloom’s Taxonomy of Educational Objectives Revised Cognitive Domain in the Flipped Classroom: A Case Study of “History of Foreign Education”

Abstract

This study utilizes a case study to investigate the application of Bloom's Taxonomy to the flipped classroom, using "History of Foreign Education" as an example. The author used questionnaires, interviews, and documents to investigate and summarize the results of the study, and finally proposed suggestions for improvement. In this paper, the impact of the cognitive domains of Bloom's Taxonomy of Educational Objectives Revised in terms of six dimensions are investigated. Specifically, to explore the problems and ways to improve the flipped classroom, the effects of students' remembering, understanding, applying, analyzing, evaluating, and creating in the flipped classroom are discussed based on a case study of the history of foreign education. Case studies were used as the main method of this study, and the analysis showed that the flipped classroom model was highly attractive to students and had a positive effect on the development of cognitive domains, with the most significant improvement in comprehension and analysis skills. However, there are still challenges in which the learning materials need to be further improved and the teacher's ability to organize collaborative classroom group discussions needs to be further improved. These results provide an implication for instructors to more effectively implementation of the cognitive domains for Bloom's Taxonomy of Educational Objectives Modified to the flipped classroom.