Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 174 ( 2015 ) 3272 3277 INTE 2014 Taxonomy of the cognitive domain: An example of architectural education program Süheyla Birlik* Karabük University, Faculty of Safranbolu Fethi Toker Fine Arts and Design, Department of Architecture, Karabük 78050, Turkey Abstract Cognitive domain includes the behaviors regarding mental skills. These behaviors are at the level of knowledge, comprehension, application, analysis, synthesis and evaluation according to American education psychologist Benjamin Samuel Bloom et al. Architectural education aims to acquire a profession within the efforts of designing and building along with creative solutions by harmonizing the requirements with technical opportunities. It is built on the architectural project studies and contains theoretical and practical courses. In this paper; elective course named as 'New Buildings in Historical Environments-Studio' included in the educational program of Department of Architecture of Karabük University will be analyzed according to Bloom Taxonomy. 2015 2014 The The Authors. Published Published by Elsevier by Elsevier Ltd. This Ltd. is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of the Sakarya University. Peer-review under responsibility of the Sakarya University Keywords: cognitive domain-bloom Taxonomy, architectural education program, new buildings in historical environments 1. Cognitive Domain-Bloom Taxonomy The behaviors in cognitive domain are the mental skills acquired with the knowledge at the end of education. These behaviors were classified in 6 levels as to require a different thinking type for each and to be prerequisites for each other from simple to complex, from concrete to abstract as knowledge comprehension application * Corresponding author. Tel.: +90-554-638-1761; fax: +90-370-712-8706. e-mail address: suheylabirlik@karabuk.edu.tr 1877-0428 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of the Sakarya University doi:10.1016/j.sbspro.2015.01.993
Sü heyla Birlik / Procedia - Social and Behavioral Sciences 174 ( 2015 ) 3272 3277 3273 analysis synthesis evaluation by Benjamin Samuel Bloom et al. in 1956 (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). knowledge At this step; it is expected to recognize or remember the information the way it is. It is not expected to contribute or to use the information. Therefore, behaviors at knowledge level derive from memorization. knowledge of specifics terminology memorize, identify, name, define specific facts know, recall, select, label, locate, state knowledge of ways and means of dealing with specifics conventions point out trends and sequences list, sequence classifications and categories classify, group criteria set the framework of methodology recite knowledge of the universals and abstractions in a field principles and generalizations generalize theories and structures tell, attribute comprehension At this step; it is expected to understand the information, to express in different words without losing its content and to re-organize the information. translation translate, distinguish, comprehend, express, paraphrase, give examples, explain, illustrate, rewrite, extend, summarize, transform, visualize, diagrammatize, match interpretation determine, interrelate, interpret, explain the meaning, restate, infer extrapolation guess, arrive at a decision, adapt, fill the gap application At this step; it is expected to use the information in explaining or reaching solutions the new situations. choose, transfer, guide, use, sketch, experiment, survey, calculate, solve, operationalise, activate, dramatize, show, paint, draw, model, configure, build, apply, present analysis
3274 Sü heyla Birlik / Procedia - Social and Behavioral Sciences 174 ( 2015 ) 3272 3277 At this step; it is expected to subdivide the information by using various criteria, to determine the relations (one or multiple ways) between the segments and to set forth the principles of gathering the segments. Therefore, behaviors at analysis level are related to both content and style; it requires in-depth thinking. analysis of elements collect data, differentiate, parse, subdivide, prioritize analysis of relationships associate, outline, analyze analysis of organizational principles set out principles, map out, disintegrate, qualify, attribute synthesis At this step; it is expected to create a new and original product to serve a certain aim and to reflect the creativity. Therefore, selected information should be gathered together in a meaningful manner. production of a unique communication compile, discover, design, plan, originate, compose, produce, construct, reveal, exhibit production of a plan, or proposed set of operations offer an alternative, make a plan, organize, formulate, tabulate derivation of a set of abstract relations combine, restructure, synthesize, hypothesize, develop a system evaluation At this step; it is expected to compare the quantitative and qualitative properties of the information and to take the measure of their accuracy and benefits. judgments in terms of internal evidence appraise, overview, control, compare, consider, find mistake, confirm, support judgments in terms of external criteria examine thoroughly, decide, judge, critique, give points, admire, defend, recommend, predict, talk over 2. Architectural Education Program Architecture is a multi-directional discipline based on designing and producing spatial inputs. Compulsory and elective courses on; architecture and design culture construction technology and management tectonics -historical development and effects on design- architectural heritage and conservation are included in 4-year architectural education program in Turkey; the program also includes construction site and office internship studies. program learning outcomes (uluslararasi.karabuk.edu.tr, 2014) be able to express intellectual thoughts verbally and in written to have information about environment, art, history of architecture, be able to follow the current developments be able to use different tools in the concrete expressions of the abstract thoughts to protect historical environments and be able to apply the architectural restoration techniques be able to show the physical environment control data in their works be able to create original designs taking advantage of traditional and new concepts in relation to architecture be able to transfer to their designs the information acquired from single structure scale to urban environment
Sü heyla Birlik / Procedia - Social and Behavioral Sciences 174 ( 2015 ) 3272 3277 3275 be able to reflect innovations in the field of construction technology and material on their designs be able to think critically about the design, be able to produce alternatives for changing conditions to have a grasp of scientific research process, to report and be able to present in required places the information and findings obtained be able to make disciplinary and interdisciplinary studies on a specific subject to have social sensibility and occupational ethics 3. New Buildings in Historical Environments MIM448 New Buildings in Historical Environments-Studio is carried out as one of the elective courses of the eighth semester at the Department of Architecture of the Faculty of Safranbolu Fethi Toker Fine Arts and Design in the Karabük University (Table 1). Table 1. MIM448 New Buildings in Historical Environments-Studio objective content weekly schedule to introduce the design approaches in historical environments, to discuss the topic on the examples explanation of the historical environment concept, introduction of the design approaches to be applied on the infill buildings in historical environments together with their examples, examination and assessment of the topic on a featured environment concept of historical environment reasons for conservation of historical environments the factors that cause deterioration of historical environments the stages to be applied in conservation-improvement aimed urban renewal works the design approaches in historical environments domestic and foreign examples mid-term exam field study: identification-documentation field study: identification-documentation field study: partial rehabilitation design: field rehabilitation-redevelopment design: field rehabilitation-redevelopment design: field rehabilitation-redevelopment subjective evaluation presentation final exam Matching with Bloom Taxonomy of the evaluation system (2013-2014 academic year) of the course is as follows: mid-term exam Write to which countries the following historical cores belong. (knowledge) Kairouan Sana'a Bukhara Bern Carcassonne Český Krumlov Dubrovnik
3276 Sü heyla Birlik / Procedia - Social and Behavioral Sciences 174 ( 2015 ) 3272 3277 Florence Heidelberg Matera Mostar Salzburg San Gimignano Toledo Valletta Write the reasons for conservation of historical environments itemized. (knowledge) Depending on the abovementioned articles, write the reasons for conservation of the following examples. (comprehension) Koza Han Pyramids of Giza Venice Taos Pueblo ------------------------ means absolution of the structures against the law. (knowledge) Under the influence of which facts were the following settlement examples remained and changed? (comprehension) Pompei Warsaw Galata Specify the stages to be applied in conservation-improvement aimed urban renewal works. (knowledge) Write the design approaches to be applied on the infill buildings in historical environments itemized. (knowledge) Depending on the abovementioned articles, write the design approaches of the following examples. (comprehension) 30 St Mary Exe Inn and Spa at Loretto Peri Tower Hotel
Sü heyla Birlik / Procedia - Social and Behavioral Sciences 174 ( 2015 ) 3272 3277 3277 Richmond İstanbul Hotel Hilton Budapest Hotel Clapham Manor Primary School term paper Settlement-shape analysis and facade surveys of Safranbolu Hacılarobası Village (application) final exam Explain the effects of copying the history properties 'imitation approach' on designer and texture. (comprehension) Explain the effects of reflecting the own era properties 'opposite approach' on designer and texture. (comprehension) Tell the architectural properties of the village in which you have carried out identification-documentation studies. (analysis) Develop/suggest a model for conservation-improvement aimed rural renewal work for this village. (synthesis) Support the design approach you will prefer in the model to be suggested. (evaluation) Discuss the contributions of your renewal study to the village and city life. (evaluation) 4. Conclusion According to Bloom Taxonomy... a student completing successfully the course of New Buildings in Historical Environments-Studio; defines the historical environment, know-can give examples the reasons for conservation of historical environments, classifies the factors that cause deterioration of historical environments-can illustrate, sequences the stages to be applied in conservation-improvement aimed urban renewal works, explains the design approaches in historical environments giving examples-interprets, gains sensitivity to the environment, can analyze the historical environments, can develop conservation models for the historical environments, can design new buildings in historical environments, can evaluate the admiration preferences of the designs, can make evaluation on the historical environments and their conservation. As a result, each education program aims to gain cognitive domain behaviors. However, it shouldn t be expected to find solutions for the educational problems only with the taxonomy. References Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. uluslararasi.karabuk.edu.tr/ects/tr/default.aspx, 2014. picture references (2014) http://inzumi.com/images/destinations/tn_tunesien_kairouan.jpg http://middleeastrevised.files.wordpress.com/2014/02/yemen-11.jpg http://dreamstravel.ch/uploads/4792448.jpg http://ssiinnaa.com/wp-content/uploads/2013/05/carcassonne.jpg http://www.intertourtravel.com/images/geo/basilicata/matera_sassi.jpg http://www.wondermondo.com/images/europe/spain/castilelamancha/toledo.jpg http://www.maltaholidays.uk.com/wp-content/uploads/2012/01/valletta-malta.jpg http://upload.wikimedia.org/wikipedia/commons/a/af/all_gizah_pyramids.jpg http://upload.wikimedia.org/wikipedia/commons/9/95/usa_09669_taos_pueblo_luca_galuzzi_2007.jpg http://upload.wikimedia.org/wikipedia/commons/4/4c/30_st_mary_axe_from_leadenhall_street.jpg http://3.bp.blogspot.com/-_ylqjf-uw_k/t14sfhrzyzi/aaaaaaaacqe/_cvruej6fki/s1600/temp-masthead-home.jpg http://www.bustler.net/images/gallery/2010_riba_award_winners_03.jpg Pictures without reference belong to the author.