Answer:
he foundations of any discipline are its definition, knowledge base, terminology, structure, methodology, and epistemology. As we move from basic knowledge to the complex organization and hierarchies of information in the disciplines, we parallel the levels of Bloom’s cognitive taxonomy (1): knowledge, comprehension, application, analysis, synthesis, and evaluation.
This objective, “Gaining a basic understanding of the subject…,” deals with acquisition of basic information upon which more complex learning relies. While traditional teaching methods, especially lecture and readings, are quite efficient at “delivering” this kind of information, the question is whether “delivery” is enough. Simply having the information at hand does not guarantee that students will understand it or know how to learn it. Are there ways to help students learn the material more effectively and also be able to use the information as they move into more complex cognitive tasks?
Research (2) has shown that there are two essential tasks to foster student achievement: help students see the relevance and importance of the information, and make it understandable. In fact, the dimensions of teaching that are the strongest correlates of student achievement are: 1) preparation and organization; 2) clarity of communication; 3) perceived outcome of the instruction; and 4) stimulating student interest in the course content. The first two concern the organization of information and its effective presentation and have traditionally been part of a teacher’s preparation. The second two deal with motivation and engaging students in their learning.
Explanation:
