About learning goals in vocational education that require physical skills
DOI:
https://doi.org/10.7577/sjvd.3632Keywords:
Learning outcome descriptions, Blooms taxonomy, psychomotor skills, vocational school, Fire AcademyAbstract
The article presents a study of national guidelines for learning outcome descriptions for vocational schools. The purpose of the study is to show the consequences of these guidelines for schools' own work in developing curriculums for occupations that require physical skills.
In the study, two methods are used. One is a qualitative textual analysis of relevant national curriculum documents and guidance texts, and of original literature on Bloom's taxonomy. The second method is field discussions with industry personnel who develop a study plan for a two-year Vocational school for Fire, Rescue and Societal Safety.
A key finding is that national education authorities may have interpreted Bloom's taxonomy in an inexpedient way. This may have led to unnecessary complexity in the criteria for learning outcome descriptions. This may also have led to the emphasis of learning outcome descriptions being on cognitive skills, at the expense of psychomotor skills, also in vocational education for occupations that require physical technical work.
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Copyright (c) 2020 Svein-Erik Andreassen
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