The effects of explicitly teaching Bloom's taxonomy and providing direct student practice in the high school science classroom to increase student success and confidence on higher-order thinking

Abstract

This action research study aims to address the lack of critical thinking skills present in students observed during my 7 years of teaching both in Madison, WI and Telluride, CO and within a variety of science courses. The intervention was formally carried out with a group of 9th grade students at Telluride High School in Telluride, CO. The study utilized a descriptive model. Biology students were taught the ideas of Bloom's Taxonomy and questioning levels, then asked to apply these levels numerous times over the course of six weeks in three separate research projects related to the units of DNA and Protein Synthesis, Genetics, and Taxonomy. Pre- and post- surveys, interviews, and critical thinking tests were used to collect data. Students also reflected on pre- and post- questions they asked in their notes and in watching short video clips, such as a TED talk. Students reported higher understanding of elements of Bloom's Taxonomy and a deeper understanding in the areas their topics focused on. They additionally made gains in critical thinking and advancing the categories of questions that they chose to ask and answer on related topics.