Editing Educational psychology (section)

====Benjamin Bloom====

[[Benjamin Bloom]] (1903–1999) spent over 50 years at the [[University of Chicago]], where he worked in the department of education.<ref name="zimmerman2"/> He believed that all students can learn. He developed the [[taxonomy of educational objectives]].<ref name="zimmerman2"/> The objectives were divided into three domains: cognitive, affective, and psychomotor. The cognitive domain deals with how we think.<ref name=clark>Clark, D. (n.d.). Bloom's taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html</ref> It is divided into categories that are on a continuum from easiest to more complex.<ref name="clark"/> The categories are knowledge or recall, comprehension, application, analysis, synthesis, and evaluation.<ref name="clark"/> The affective domain deals with emotions and has 5 categories.<ref name="clark"/> The categories are receiving phenomenon, responding to that phenomenon, valuing, organization, and internalizing values.<ref name="clark"/> The psychomotor domain deals with the development of motor skills, movement, and coordination and has 7 categories that also go from simplest to most complex.<ref name="clark"/> The 7 categories of the psychomotor domain are perception, set, guided response, mechanism, complex overt response, adaptation, and origination.<ref name="clark"/> The taxonomy provided broad educational objectives that could be used to help expand the curriculum to match the ideas in the taxonomy.<ref name="zimmerman2"/> The taxonomy is considered to have a greater influence internationally than in the United States. Internationally, the taxonomy is used in every aspect of education from the training of the teachers to the development of testing material.<ref name="zimmerman2"/> Bloom believed in communicating clear learning goals and promoting an active student. He thought that teachers should provide feedback to the students on their strengths and weaknesses.<ref name="zimmerman2"/> Bloom also did research on college students and their problem-solving processes. He found that they differ in understanding the basis of the problem and the ideas in the problem. He also found that students differ in process of problem-solving in their approach and attitude toward the problem.<ref name="zimmerman2"/>