The

Knowledge
Dimension

A.
Factual
Knowledge
B.
Conceptual
Knowledge
C.
Procedural
Knowledge
D.
Metacognitive
Knowledge

The Cognitive Process Dimension

1.
Remember

2.
Understand

3.
Apply

4.
Analyze

5.
Evaluate

6.
Create

Process Categories

Cognitive Process
And Examples

1. Remember : Retrieve relevant knowledge from long term memory

11. Recognizing
12. Recalling
2. Understand : Construct meaning from instructional messages,
including oral, written and graphic communication
21. Interpreting
22. Exemplifying
23. Classifying
24. Summarizing
25. Inferring
26. Comparing
27. Explaining

Process Categories

Cognitive Process And Examples

3. Apply : Carry out or use a procedure in a given situation

31. Executing
32. Implementing
4. Analyze: Break material into constituent part and determine how part
relate to one another and to an overall structure or purpose
41. Differentiating
42. Organizing
43. Attributing
5. Evaluate: Make judgments based on the criteria and standards
51. Checking
52. Critiquing

Process Categories

Cognitive Process And Examples

6. Create: Put elements together to form a coherent or functional

whole; reorganize elements into a new pattern or stucture
61. Generating
62. Planning
63. Producing

Major Types And Subtypes

Examples

A. Factual Knowledge : The basic elements students must know to be

acquainted with a discipline or solve problems
in it.
AA. Knowledge of Terminology
AB. Knowledge of specific details and
elements
B. Conceptual Knwoledge : The interrelationships among the basic
elements within a larger structure the
enable them to function together.
BA. Knowledge of Classifications and
categories
BB. Knowledge of principles and
generaralizations
BC. Knowledge of theories, models and
structures

Major Types And Subtypes

Examples

C. Procedural Knowledge : How to do something, methods of inquiry, and criteria for

using skills, algorithms, techniques, and methods.

CA. Knowledge of subject-specific skills and

logarithms
CB. Knowledge of subject-specific techniques and
methods
CC. Knowledge of criteria for determining when to
use appropriate procedures
D. Metacognitive Knowledge : Knowledge of cognition in general as well as
awareness and knowledge of ones own cognition.

DA. Strategic knowledge

DB. Knowledge about cognitive tasks, including
appropriate contextual and conditional
knowledge
DC. Self knowledge

Factual Knowledge &

Conceptual Knowledge
AA Technical Vocabulary, musical symbols
AB Major natural resources, reliable sources
of information
BA Periods of geological time, forms of
business ownership
BB Pythagorean theorem, law of supply and
demand
BC Theory of evolution, structure of Congres

Procedural Knowledge
CA Skill used in painting with water colors,
whole-number division algorithm
CB Interviewing techniques, scientific
method
CC Criteria used to determine when to apply
a procedureinvolving Newtons second
law, criteria used to judge the feasibility of using a
particular method to estimate business costs

Metacognitive Knowledge
DA Knowledge of outlining as a means of capturing
the structure of a unit of subject matter in a text
book, knowledge of the use of heuristics
DB Knowledge of the types of tests particular
teachers administer, knowledge of the cognitive
demands of different tasks
DC Knowledge that critiquing essays is a personal
strength, whereas writing essays in a personal
weakness; awareness of ones own knowledge
level

Psychomotor (doing) domain

Letter Classification Brief Description
I

Imitation

Early stages in learning a complex skill

Manipulation

Individual continues to practice a particular skill

Precision

Skill has been attained

Articulation

Involved an even higher level of precision

Naturalization

Response is automatic

In summary, medical professionals draw upon the

three domains in the following ways:
Cognitive (knowing) domain: Focusing on knowledge acquisition and
intellectual skills and abilities (e.g. the diagnosis of disease, strategizing
treatment options).
Psychomotor (doing) domain: Relating to skills that require varying levels
of well-coordinated physical activity and precise manipulative procedures
(e.g. simple suturing of an open wound, performing an endoscopic
examination, performing sophisticated surgical procedures).
Affective (feeling) domain: Dealing with feelings, emotions, mindsets and
values, including the nurturing of desirable attitudes for personal and
professional development (e.g. allaying the concerns and fears of patients,
displaying empathy for the relatives of a patient who has just died,
displaying mutual trust and respect in working with members of the
healthcare team, upholding high ethical standards in practice). [1]