| Framework | Publication Date | Description | Key Components |
|---|---|---|---|
| Bloom’s Taxonomy of Educational Objectives (Cognitive Domain) | 1956 | Framework to classify educational goals by cognitive complexity, from basic knowledge recall to higher-order evaluation. | Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation |
| Gagné’s Eight Types of Learning and Five Types of Learned Capability | 1965 | Identifies distinct types of learning outcomes and the conditions required for each, highlighting instructional sequencing. | Verbal Information, Intellectual Skills, Cognitive Strategies, Motor Skills, Attitudes |
| Ausubel and Robinson’s Six Hierarchically-Ordered Categories | 1969 | Emphasizes meaningful learning through the organization of content, progressing from concrete to abstract categories. | Reception Learning, Rote Learning, Discovery Learning, Conceptual Understanding, Problem Solving, Transfer of Knowledge |
| William’s Model for Developing Thinking and Feeling Processes | 1970 | Encourages creativity by integrating cognitive and affective dimensions of learning, fostering divergent thinking and emotional engagement. | Fluency, Flexibility, Originality, Elaboration, Affective Dimensions |
| Hannah and Michaeli’s Comprehensive Framework for Instructional Objectives | 1977 | Expands instructional objectives to cover broader learning domains, addressing affective and psychomotor skills. | Cognitive Objectives, Affective Objectives, Psychomotor Objectives |
| Stahl and Murphy’s Domain of Cognition Taxonomic System | 1981 | Provides a taxonomy for analyzing cognitive tasks based on their complexity and mental processes involved. | Memory, Comprehension, Application, Analysis, Synthesis, Evaluation |
| Biggs and Collis’ SOLO Taxonomy | 1982 | A model for evaluating the structure of learning outcomes, describing levels of increasing complexity in understanding. | Prestructural, Unistructural, Multistructural, Relational, Extended Abstract |
| Quellmalz’s Framework of Thinking Skills | 1987 | Focuses on the development of thinking skills essential for problem-solving and decision-making. | Basic Thinking Skills, Complex Thinking Skills, Metacognitive Skills |
| Presseisen’s Models of Essential, Complex, and Metacognitive Thinking Skills | 1990s | Categorizes thinking skills into essential (basic), complex (critical and creative), and metacognitive (self-reflective) skills. | Essential Thinking, Complex Thinking, Metacognitive Thinking |
| Merrill’s Instructional Transaction Theory | 1992 | Describes instructional strategies for automating and sequencing learning processes, with a focus on tasks and operations. | Task Analysis, Knowledge Objects, Instructional Strategies |
| Anderson and Krathwohl’s Revision of Bloom’s Taxonomy | 2001 | Updates Bloom’s taxonomy to include a knowledge dimension and a revised cognitive dimension, emphasizing processes. | Remember, Understand, Apply, Analyze, Evaluate, Create |
| Gouge and Yates’ Arts Project Taxonomies of Arts Reasoning and Thinking Skills | 2002 | Developed for arts education, focusing on reasoning and thinking within artistic contexts. | Reasoning in Art, Creative Processes, Critical Evaluation |
Observations:
- Hierarchy: Many frameworks, like Bloom’s and SOLO, focus on hierarchical progressions of learning or understanding.
- Specificity: Some frameworks, such as Gagné’s and Merrill’s, are more procedural and focus on instructional sequencing and task-specific outcomes.
- Domains Covered: Frameworks often address cognitive, affective, and psychomotor domains, though emphasis varies.
- Updates and Revisions: Anderson and Krathwohl’s revision reflects modern learning theories and needs.
This table can help educators and instructional designers choose appropriate frameworks based on learning objectives, context, and domain focus.