تصنيف دروزه للأهداف التعلمية : تعديل لتصنيف "أندرسون" المعدّل لتصنيف "بلوم" للأهداف التربوية
The aim of this research was to offer a new revision to Anderson revised bloom’s taxonomy (2001) based on the extensive review of literature and studies on cognition, metacognition, information processing theory, Merrill's component display theory, and Gagne's hierarchical approach to learning. The major out-comes that the researcher had reached to, are summarized as follows: 1) increasing the number of mental processes. 2) Reordering the cognitive processes vertically and horizontally from simple to complex. 3) Re-determine the type of knowledge that the mental processes manipulate while learning. 4) Re-naming the educational taxonomy to learning taxonomy. Indeed, the research came along with applications to be as recommendations for the educational teachers and educational specialists who are interested in promoting students' thinking and enhancing their performance and skills to be good thinkers, creators, discoverers, builders, critical thinkers, and prepare them for the technology and internet age. (Published abstract)