ABSTRACT
Studies have shown that there is more to the learning process than simply presenting material to an audience. In 1956, a committee of college examiners led by Benjamin Bloom identified three domains of educational activities: the cognitive, the affective, and the psychomotor [1]. The cognitive domain is traditionally emphasized in education. Within this domain, Bloom et al. [1] identified six hierarchical levels of educational goals (the taxonomy of educational objectives): knowledge, comprehension, application, analysis, synthesis, and evaluation (Figure 13.1).
