10,347 research outputs found
Blooms Taksonomy by Benjamin Bloom 1950
No full textDalam artikel ini akan membahas tentang Blooms Taksonomy by Benjamin Bloom 195
Bloom (Benjamin S.). — All our children learning
No full textUeberschlag Roger. Bloom (Benjamin S.). — All our children learning. In: Revue française de pédagogie, volume 65, 1983. pp. 73-74
Bloom (Benjamin S.). — All our children learning
No full textUeberschlag Roger. Bloom (Benjamin S.). — All our children learning. In: Revue française de pédagogie, volume 65, 1983. pp. 73-74
Benjamin Bloom
No full textPara Benjamin Bloom, a educação como processo era “um esforço para realizar o potencial humano, na verdade, era um esforço concebido para tornar o potencial possível. A educação era um exercício de otimismo” (Eisner, 2000, p. 388). Bloom trabalhou com Ralph W. Tyler, tendo sido também o seu mentor. Como examinador na universidade interessou-se pelo estudo dos objetivos educacionais, que poderiam ser organizados de acordo com sua complexidade cognitiva, facilitando a avaliação dos alunos e os resultados da prática educativa no ensino universitário. Este trabalho resultou na Taxonomy of educational objectives: Handbook I, The cognitive domain (Bloom et al., 1956). A taxonomia cognitiva era congruente com os estudos da época sobre os processos mentais superiores e baseava-se na ideia de que as operações cognitivas podiam ser organizadas em seis níveis de complexidade crescente, em que cada nível subsequente dependia da capacidade de desempenho do aluno nos níveis anteriores. Publicou ainda a taxonomia do domínio afetivo (Bloom et al., 1964). Interessou-se ainda pelo estudo dos processos de pensamento e no seu desenvolvimento, e investigou o que os alunos pensavam e experienciavam enquanto os professores ensinavam, bem como a influência do ambiente no desempenho dos indivíduos. O processo de ensino deveria ser orientado para a realização de tarefas que progressivamente alcançassem os objetivos previstos no currículo.info:eu-repo/semantics/publishedVersio
Benjamin Bloom
No full textPara Benjamin Bloom, a educação como processo era “um esforço para realizar o potencial humano, na verdade, era um esforço concebido para tornar o potencial possível. A educação era um exercício de otimismo” (Eisner, 2000, p. 388). Bloom trabalhou com Ralph W. Tyler, tendo sido também o seu mentor. Como examinador na universidade interessou-se pelo estudo dos objetivos educacionais, que poderiam ser organizados de acordo com sua complexidade cognitiva, facilitando a avaliação dos alunos e os resultados da prática educativa no ensino universitário. Este trabalho resultou na Taxonomy of educational objectives: Handbook I, The cognitive domain (Bloom et al., 1956). A taxonomia cognitiva era congruente com os estudos da época sobre os processos mentais superiores e baseava-se na ideia de que as operações cognitivas podiam ser organizadas em seis níveis de complexidade crescente, em que cada nível subsequente dependia da capacidade de desempenho do aluno nos níveis anteriores. Publicou ainda a taxonomia do domínio afetivo (Bloom et al., 1964). Interessou-se ainda pelo estudo dos processos de pensamento e no seu desenvolvimento, e investigou o que os alunos pensavam e experienciavam enquanto os professores ensinavam, bem como a influência do ambiente no desempenho dos indivíduos. O processo de ensino deveria ser orientado para a realização de tarefas que progressivamente alcançassem os objetivos previstos no currículo.info:eu-repo/semantics/publishedVersio
J.C. Painter letter to Benjamin Lundy
No full textLetter from J.E. Painter to (presumably) Benjamin Lundy, answering a request for information about the history and operations of the Underground Railroad. Letter includes details of a story of an ex-slave transported on the Underground Railroad through Ohio and stories of the plight of other fugitive slaves crossing the Ohio River.
Benjamin Lundy (1789-1839) was a prominent Quaker abolitionist best known for his development of abolitionist periodicals. His "Genius of Universal Emancipation" was first published in 1821 from his home in Mt. Pleasant, Ohio, and enjoyed a wide circulation across the antebellum United States. In the 1820s, the young William Lloyd Garrison came to work for The Genius. Benjamin Lundy traveled widely seeking subscriptions to The Genius, giving talks about the anti-slavery movement, and observing and documenting the conditions of enslaved people across the Americas. He was also involved in the establishment of freed slave colonies in Mexico
Mexican land grant contract to Benjamin Lundy, March 10, 1835 (English)
No full textLegal document from an unsigned officer to Benjamin Lundy, authorizing him rights as empresario to a tract of land in then-Mexico. The document extends a previous treaty made to Lundy by the government of Mexico from November 17, 1823 -- presumably, this land is to be the site of Lundy's freed slave colony. Original Spanish-language document is also a part of this collection. Benjamin Lundy (1789-1839) was a prominent Quaker abolitionist best known for his development of abolitionist periodicals. His Genius of Universal Emancipation was first published in 1821 from his home in Mt. Pleasant, Ohio, and enjoyed a wide circulation across the antebellum United States. In the 1820s, the young William Lloyd Garrison came to work for The Genius. Benjamin Lundy traveled widely seeking subscriptions to The Genius, giving talks about the anti-slavery movement, and observing and documenting the conditions of enslaved people across the Americas. He was also involved in the establishment of freed slave colonies in Mexico
Eli Nichols letter to Benjamin Lundy, March 17th, 1839
No full textFriendly note from Eli Nichols to Benjamin Lundy covering topics in contemporary abolition, ranging from the social status of abolitionists to the oppression of the poor. Much of the letter concerns a review of contemporary social movements in equality-based education, including Shaker and Quaker communities. The letter concludes in discussion of Nichols' and Lundy's interest in forming a freed slave colony or community in then-Mexico, and describes the climate and culture of those regions in detail. Benjamin Lundy (1789-1839) was a prominent Quaker abolitionist best known for his development of abolitionist periodicals. His Genius of Universal Emancipation was first published in 1821 from his home in Mt. Pleasant, Ohio, and enjoyed a wide circulation across the antebellum United States. In the 1820s, the young William Lloyd Garrison came to work for The Genius. Benjamin Lundy traveled widely seeking subscriptions to The Genius, giving talks about the anti-slavery movement, and observing and documenting the conditions of enslaved people across the Americas. He was also involved in the establishment of freed slave colonies in Mexico
Mexican land grant contract to Benjamin Lundy, March 10, 1835 (Spanish)
No full textLegal document in Spanish from the government of Tamaulipas, Mexico, to Benjamin Lundy, which appears to grant Lundy the rights of empresario for his proposed colony for freed slaves in Tamaulipas. This document appears to be truncated; it ends abruptly after 2 pages. Collection also includes a period translation of this contract with Lundy in English, which appears to contain the full text of the agreement. Benjamin Lundy (1789-1839) was a prominent Quaker abolitionist best known for his development of abolitionist periodicals. His Genius of Universal Emancipation was first published in 1821 from his home in Mt. Pleasant, Ohio, and enjoyed a wide circulation across the antebellum United States. In the 1820s, the young William Lloyd Garrison came to work for The Genius. Benjamin Lundy traveled widely seeking subscriptions to The Genius, giving talks about the anti-slavery movement, and observing and documenting the conditions of enslaved people across the Americas. He was also involved in the establishment of freed slave colonies in Mexico
Bloom (Benjamin S.). — Human characteristics and school learning
No full textRobin Daniel. Bloom (Benjamin S.). — Human characteristics and school learning. In: Revue française de pédagogie, volume 46, 1979. pp. 64-67
- …
