Conceptualize the Domain Knowledge Space in the Light of Cognitive Skills

Fatema Nafa, Javed Khan

2015

Abstract

In this paper, we propose an approach that can improve the quality of pedagogies based on Bloom's Taxonomy (BT) cognitive theory. Theoretically, any domain knowledge can be learned and taught at multiple cognitive domain levels. Moreover, other cognitive domain levels might be called, for learn specific domain knowledge. If we know the dependencies between the domain knowledge, many interesting pedagogical applications are possible. However, until now, the relationship levels between domain knowledge are highly sophisticated and required tedious human judgment to be deduced. BT theory has been explored in the psychological sciences paradigm, but has not been examined automatically. No comprehensive computer science map is currently available. This paper, explores how the BT- relationships between various domain knowledge is automatically extracted. A Bloom Topic Graph (BTG) that encodes concept space is extracted. BTG provides concept space connected as BT cognitive relationships. Our approach utilizes verbs to discover the BT cognitive relationships between computer sciences, domain knowledge. We evaluate the BT cognitive relationships using ground truth, and our approach achieves an accuracy of average 65-75%, which is significantly high.

References

  1. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... and Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.
  2. Bloom, B. S., and Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain.
  3. Bourque, P., Buglione, L., Abran, A., and April, A. (2003, September). Bloom's taxonomy levels for three software engineer profiles. In Software Technology and Engineering Practice, 2003. Eleventh Annual International Workshop on (pp. 123-129). IEEE.
  4. Burgess, G. A. (2005). Introduction to programming: blooming in America. Journal of Computing Sciences in Colleges, 21(1), 19-28.
  5. De Marneffe, M. C., MacCartney, B., and Manning, C. D. (2006, May). Generating typed dependency parses from phrase structure parses. In Proceedings of LREC (Vol. 6, pp. 449-454).
  6. Doran, M. V., and Langan, D. D. (1995, March). A cognitive-based approach to introductory computer science courses: lesson learned. In ACM SIGCSE Bulletin (Vol. 27, No. 1, pp. 218-222). ACM.
  7. Fader, A., Soderland, S., and Etzioni, O. (2011, July). Identifying relations for open information extraction. In Proceedings of the Conference on Empirical Methods in Natural Language Processing (pp. 1535-1545).
  8. Hernán-Losada, I., Pareja-Flores, C., and VelazquezIturbide, A. J. (2008, July). Testing-Based Automatic Grading: a proposal from Bloom's taxonomy. In Advanced Learning Technologies, 2008. ICALT'08. Eighth IEEE International Conference on (pp. 847- 849). IEEE.
  9. Johnson, C. G., and Fuller, U. (2006, February). Is Bloom's taxonomy appropriate for computer science?. In Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006 (pp. 120-123). ACM.
  10. Jurafsky, D., and Martin, J. H. (2000). An introduction to natural language processing, computational linguistics, and speech recognition.
  11. Kolb, A. Y. (2005). The Kolb learning style inventoryversion 3.1 2005 technical specifications. Boston, MA: Hay Resource Direct, 200.
  12. Landauer, T. K., Foltz, P. W., and Laham, D. (1998). An introduction to latent semantic analysis. Discourse processes, 25(2-3), 259-284.
  13. Lister, R., and Leaney, J. (2003, February). Introductory programming, criterion-referencing, and bloom. In ACM SIGCSE Bulletin (Vol. 35, No. 1, pp. 143-147). ACM.
  14. Lister, R., and Leaney, J. (2003, January). First year programming: let all the flowers bloom. In Proceedings of the fifth Australasian conference on Computing education-Volume 20 (pp. 221-230). Australian Computer Society, Inc..
  15. Machanick, P. (2000, May). Experience of applying Bloom's Taxonomy in three courses. In Proc. Southern African Computer Lecturers' Association Conference (pp. 135-144).
  16. Manaris, B. and McCauley, R. Incorporating HCI into the undergraduate curriculum: Bloom's taxonomy meets the CC'01 curricular guidelines. Frontiers in Education, 2004. FIE 34th Annual Meeting, 2004, T2H/10- T2H/15.
  17. Oliver, D., Dobele, T., Greber, M., and Roberts, T. (2004, January). This course has a Bloom Rating of 3.9. In Proceedings of the Sixth Australasian Conference on Computing Education-Volume 30 (pp. 227-231). Australian Computer Society, Inc.
  18. Porter, M. F. (1980). An algorithm for suffix stripping. Program: electronic library and information systems, 14(3), 130-137.
  19. Scott, T. (2003). Bloom's taxonomy applied to testing in computer science classes. Journal of Computing Sciences in Colleges, 19(1), 267-274.
  20. Starr, C. W., Manaris, B., and Stalvey, R. H. (2008). Bloom's taxonomy revisited: specifying assessable learning objectives in computer science. ACM SIGCSE Bulletin, 40(1), 261-265.
  21. Thompson, E. (2007, January). Holistic assessment criteria: applying SOLO to programming projects. In Proceedings of the ninth Australasian conference on Computing education-Volume 66 (pp. 155-162). Australian Computer Society, Inc..
  22. Yadin, A. (2007). Implementation of Bloom's Taxonomy on Systems Analysis Workshops. In Proceedings of the AIS SIG-ED IAIM 2007 Conference.
  23. Khan, J. I., Ma, Y., and Hardas, M. (2006, December). Course composition based on semantic topical dependency. In Web Intelligence, 2006. WI 2006. IEEE/WIC/ACM International Conference on (pp. 502- 505). IEEE.
Download


Paper Citation


in Harvard Style

Nafa F. and Khan J. (2015). Conceptualize the Domain Knowledge Space in the Light of Cognitive Skills . In Proceedings of the 7th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-107-6, pages 285-295. DOI: 10.5220/0005441602850295


in Bibtex Style

@conference{csedu15,
author={Fatema Nafa and Javed Khan},
title={Conceptualize the Domain Knowledge Space in the Light of Cognitive Skills},
booktitle={Proceedings of the 7th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2015},
pages={285-295},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005441602850295},
isbn={978-989-758-107-6},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 7th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Conceptualize the Domain Knowledge Space in the Light of Cognitive Skills
SN - 978-989-758-107-6
AU - Nafa F.
AU - Khan J.
PY - 2015
SP - 285
EP - 295
DO - 10.5220/0005441602850295