Affective Domain (David Krathwohl)

Affective Domain (David Krathwohl)


Anne McGeehan’s Board on Affective Domain is a widely accepted nursing and training learning theory. Affective areas in nursing education are described in her book “Learning from MATHEMATICS with Nuria Gil – Ignacio.” [Sources: 11]


Bloom, Masia and Krathwohl, as the title suggests, were published in 1964 and dealt with the details of the second domain of the Affective Domain, detailing the relationship between the Affective Domain and the other domains of mental health in the human body. The account of Simpson’s psychomotor domain has been adapted and is based on the simplified account in Bloom’s book “Affective Behavior in Mental Health” (1964). [Sources: 2]


Note also that the above mentioned Psychomotor Domain is based on domain details created 1967 – 1970 by RH Dave, a student of Bloom, as well as on his own work. [Sources: 2]


The category of the domain is described below, and we provide a detailed description of each of these domains as well as an overview of their specific aspects. Here again, the Affective Domain Details, like the other areas, are an excellent tool for assessing and evaluating the ability of a learner or trainee to influence their own learning and learning outcomes. The inclusion of learning objectives from the affective area in addition to the cognitive area can create a more comprehensive simulation scenario and achieve positive results for the learning outcome of the students. [Sources: 0, 2, 4]


Forget about getting off to a solid start by making sure you have measurable goals in all three areas of the class. But don’t forget to have a measurable goal for each of these three domain classes. [Sources: 4]


This is commonly referred to as the flower taxonomy of the cognitive area (see also the taxonomy in the Handbook for Education Goals 1). Work on the cognitive domain was completed in the 1950s, and since then additional taxonomies have been created around it. [Sources: 0, 2, 3, 10]


A critique of the bloom taxonomy of cognitive domains acknowledges the existence of six categories in the cognitive domain, but questions the existence of sequential and hierarchical connections. Critics of a taxonomy for the cognitive field admit and question the existence of four categories, each with its own rules and rules of thumb. Criticism of aBloom taxonomies for a cognitive area acknowledges and questions the existence of sequential or hierarchical connections. [Sources: 5, 9]


One strategy I have followed in developing good discussions on these issues is to teach Bloom’s affective domain as an example of a cognitive domain, rather than as a taxonomy of cognitive domains in general. [Sources: 1]


The affective domain is one of three domains in Bloom’s taxonomy, the other two being cognitive and psychomotor. The domains are divided into 5 subdomains, including the reception of phenomena and the use of selected attention. There are five levels of affective domains that move from processing in the lower order to the higher order, from receiving, reacting, evaluating, organizing, and characterizing. To move from the simplest to the most complex, these five levels are attitudes cognitive, affective and psychomotor domains. [Sources: 5, 6]


The concept of complete comprehension does not reflect an intrinsic separation of behavior, but is rather the field of learning. Each of the areas of learning has a related taxonomy, and all three lists cover learning objectives. The area of understanding, as the Sonmez model does, is the cognitive, psychomotor and intuitive area of education. This includes the use of logic, argumentation, logic and argumentation, as well as language and logic as a means of communication. [Sources: 4, 6]


The category of affective domain includes the ability to receive and respond to phenomena, as well as the use of language and logic as a means of communication. We act in response to phenomena we receive and respond to, which is closely related to psychomotor and intuitive learning. [Sources: 6, 7]


Table 2 outlines some examples of affective areas that can be used to write learning goals. Examples follow for verbs that have to do with attitude, as well as for the use of language and logic as a means of communication. [Sources: 6]


This observation process and the hierarchy of goals is often referred to as the taxonomy of the address levels. Affective domain taxonomy contains a number of taxonomies for different cognitive domains, such as language and logic. Consider a teacher who formulates a verb appropriate for each cognitive area. Part of Bloom Taxonomic is the classification of educational objectives, and this is considered an important part of a good teacher’s pedagogical approach. [Sources: 4, 6, 8]


Domain learning can be divided into three categories: language, logic and language acquisition, and other cognitive areas. The following examples show the different taxonomies for different areas of cognitive learning in affective domain taxonomy. Domain learning could be divided into two categories, language and logic (language) and cognitive domain (logic). The area of learning that can be classified into one of the three types of areas such as language or logic. [Sources: 6]