The Knowledge Dimension of Subject Matter-Content

Factual Knowledge—Basic information

Knowledge of terminology Vocabulary terms, mathematical symbols, musical notation, alphabet
Knowledge of specific Components of the Food Pyramid, names of parliamentary
details and elements representatives, major battles of WWII
Conceptual Knowledge—The relationships among pieces of a larger structure that make them
function together
Knowledge of classifications Species of animals, different kinds of arguments, geological eras
and categories
Knowledge of principles and Types of conflict in literature, Newton’s Laws of Motion, principles
generalizations of democracy
Knowledge of theories, Theory of evolution, economic theories, DNA models
models, and structures
Procedural Knowledge—How to do something
Knowledge of subject- Procedure for solving quadratic equations, mixing colours for oil
specific skills and painting, serving a tennis ball
algorithms
Knowledge of subject- Literary criticism, analysis of historical documents, mathematical
specific techniques and problem-solving methods
methods
Knowledge of criteria for Methods appropriate for different kinds of experiments, statistical
determining when to use analysis procedures used for different situations, standards for
appropriate procedures different genres of writing
Metacognitive Knowledge—Knowledge of thinking in general and your thinking in particular
Strategic knowledge Ways of memorizing facts, reading comprehension strategies,
methods of planning a website
Knowledge about cognitive Different reading demands of textbooks and novels; thinking ahead
tasks, including appropriate when using an electronic database; differences between writing emails
contextual and conditional and writing business letters
knowledge
Self-knowledge Need for a diagram or chart to understand complex processes, better
comprehension in quiet environments, need to discuss ideas with
someone before writing an essay

http://schoolnet.org.za/teach10/resources/dep/thinking_frameworks/bloom_taxonomy_4 .htm
Levels of Knowledge – The first three of these levels were identified in the original work, but
rarely discussed or introduced when initially discussing uses for the
taxonomy. Metacognition was added in the revised version.

 Factual Knowledge – The basic elements students must know to be acquainted with a
discipline or solve problems.
 Conceptual Knowledge – The interrelationships among the basic elements within a
larger structure that enable them to function together.
 Procedural Knowledge – How to do something, methods of inquiry, and criteria for
using skills, algorithms, techniques, and methods.
 Metacognitive Knowledge – Knowledge of cognition in general, as well as awareness
and knowledge of one’s own cognition. (29)

One of the things that clearly differentiates the new model from that of the 1956 original is that it
lays out components nicely so they can be considered and used. Cognitive processes, as related
to chosen instructional tasks, can be easily documented and tracked. This feature has the
potential to make teacher assessment, teacher self-assessment, and student assessment easier or
clearer as usage patterns emerge. (See PDF link below for a sample.)

As stated before, perhaps surprisingly, these levels of knowledge were indicated in Bloom’s
original work – factual, conceptual, and procedural – but these were never fully understood or
used by teachers because most of what educators were given in training consisted of a simple
chart with the listing of levels and related accompanying verbs. The full breadth of Handbook
I, and its recommendations on types of knowledge, were rarely discussed in any instructive or
useful way. Another rather gross lapse in common teacher training over the past 50+ years is
teachers-in-training are rarely made aware of any of the criticisms leveled against Bloom’s
original model.

Please note that in the updated version the term “metacognitive” has been added to the array of
knowledge types. For readers not familiar with this term, it means thinking about ones thinking
in a purposeful way so that one knows about cognition and also knows how to regulate one’s
cognition.
Knowledge Dimensions Defined:

Factual Knowledge is knowledge that is basic to specific disciplines. This dimension refers to
essential facts, terminology, details or elements students must know or be familiar with in order
to understand a discipline or solve a problem in it.

Conceptual Knowledge is knowledge of classifications, principles, generalizations, theories,

models, or structures pertinent to a particular disciplinary area.

Procedural Knowledge refers to information or knowledge that helps students to do something

specific to a discipline, subject, or area of study. It also refers to methods of inquiry, very
specific or finite skills, algorithms, techniques, and particular methodologies.

Metacognitive Knowledge is the awareness of one’s own cognition and particular cognitive
processes. It is strategic or reflective knowledge about how to go about solving problems,
cognitive tasks, to include contextual and conditional knowledge and knowledge of self.

https://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/

Table 2. The Knowledge Dimension

Factual

 knowledge of terminology
 knowledge of specific details and elements

Conceptual

 knowledge of classifications and categories

 knowledge of principles and generalizations
 knowledge of theories, models, and structures

Procedural

 knowledge of subject-specific skills and algorithms

 knowledge of subject-specific techniques and methods
 knowledge of criteria for determining when to use appropriate procedures

Metacognitive

 strategic knowledge
 knowledge about cognitive tasks, including appropriate contextual and
conditional knowledge
 self-knowledge
Bloom's Revised Taxonomy Model
Note: These are learning objectives – not learning activities. It may be useful to
think of preceding each objective with something like, “students will be able to…:
The Knowledge Dimension

Factual
The basic elements a student must know to be acquainted with a discipline or solve
problems in it.
The Knowledge Dimension

Conceptual
The interrelationships among the basic elements within a larger structure that enable
them to function together.
The Knowledge Dimension

Procedural
How to do something, methods of inquiry, and criteria for using skills, algorithms,
techniques, and methods.
The Knowledge Dimension

Metacognitive
Knowledge of cognition in general as well as awareness and knowledge of one’s own
cognition
The Cognitive Process Dimension

Remember
Retrieve relevant knowledge from long-term memory.
Remember + Factual
List primary and secondary colors.
Remember + Conceptual
Recognize symptoms of exhaustion.
Remember + Procedural
Recall how to perform CPR.
Remember + Metacognitive
Identify strategies for retaining information.
The Cognitive Process Dimension

Understand
Construct meaning from instructional messages, including oral, written and graphic
communication.
Understand + Factual
Summarize features of a new product.
Understand + Conceptual
Classify adhesives by toxicity.
Understand + Procedural
Clarify assembly instructions.
Understand + Metacognitive
Predict one’s response to culture shock.
The Cognitive Process Dimension

Apply
Carry out or use a procedure in a given situation.
Apply + Factual
Respond to frequently asked questions.
Apply + Conceptual
Provide advice to novices.
Apply + Procedural
Carry out pH tests of water samples.
Apply + Metacognitive
Use techniques that match one's strengths.
The Cognitive Process Dimension

Analyze
Carry out or use a procedure in a given situation.
Analyze + Factual
Select the most complete list of activities.
Analyze + Conceptual
Differentiate high and low culture.
Analyze + Procedural
Integrate compliance with regulations.
Analyze + Metacognitive
Deconstruct one's biases.
The Cognitive Process Dimension

Evaluate
Make judgments based on criteria and standards.
Evaluate + Factual
Select the most complete list of activities.
Evaluate + Conceptual
Determine relevance of results.
Evaluate + Procedural
Judge efficiency of sampling techniques.
Evaluate + Metacognitive
Reflect on one's progress.
The Cognitive Process Dimension

Create
Put elements together to form a coherent whole; reorganize into a new pattern or
structure.
Create + Factual
Generate a log of daily activities.
Create + Conceptual
Assemble a team of experts.
Create + Procedural
Design efficient project workflow.
Create + Metacognitive
Create a learning portfolio.