Blooms (1956) taxonomy defines six major areas in the cognitive domain
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Q43: Typically, changes in the affective domain happen
Q44: Analysis and synthesis are areas within the
Q45: The curriculum should reflect progression vertically (between
Q46: A 4 and I is an example
Q47: Changes in affective behaviours occur more quickly
Q49: Children at Developmental Level II are noisy,
Q50: The cognitive domain develops feelings, attitudes, and
Q51: Use of solid blocking is common in
Q52: The final phase of curriculum development is
Q53: The conceptual framework provides the basis for
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