Knowledge and cognitive process dimensions of Technology teachers’ lesson objectives

Abstract

A clearly stated lesson objective is considered an essential component of a well-planned lesson. Many teachers of
Technology, a relatively new subject in South African schools, teach Technology with rather limited training both in content and methodological approaches. This study sought to investigate and classify lesson objectives framed or  implied by teachers in their lesson plans according to knowledge and cognitive process dimensions. The  two-dimensional Taxonomy Table introduced by Krathwohl was adapted for Technology and formed the framework for this study. It was found that most of the directly stated objectives are directed to the lower level of the cognitive process dimension and address mainly factual knowledge, while no activities or lesson components address  meta-cognitive knowledge. Some lesson objectives inferred from planned assessment activities placed higher  demands on learners’ cognitive domain. A recommendation flowing from the study is that, during pre-service training and in-service teacher support processes, the importance of clear lesson objectives should be emphasised and that assessments planned for such lessons should closely match the lesson objectives. Further research is also needed on the reasons why low cognitive demands are made in the teaching of Technology.

Keywords: Bloom’s cognitive taxonomy; cognitive process dimensions; higher cognitive skills; knowledge dimensions; Krathwohl’s two-dimensional taxonomy; lesson objectives, technology education